Conducting Organizational‐Based Evaluations of Coaching and Mentoring Programs

Greif, Siegfried

doi:10.1002/9781118326459.ch23

Cited by 10 publications

(18 citation statements)

References 58 publications

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“…Furthermore, the psychological well-being and states of coachees following coaching intervention also appear to be of concern to organisations, such as coachees' level of resilience, stress and anxiety (e.g. Grant, 2014) The majority of the psychological coaching trials reviewed in this study employed scientific-based approaches to measure coachees' specific proximal and distal outcomes (Greif, 2013). However, the self-report evaluations still play a dominant role in contemporary coaching research.…”

Section: Rq3 the Quality Of Existing Coaching Evidencementioning

confidence: 99%

Psychology in executive coaching: an integrated literature review

Lai

Palmer

2019

JWAM

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Purpose The purpose of this paper is to identify essential psychological-informed executive coaching approaches that enhance the organisational learning and development process and outcomes through integrating existing research evidence. Since coaching has been widely used in leadership development related areas and previous studies confirmed that this generates positive effects on individual-level learning in the organisational setting. The identified frameworks and influential factors outlined in this paper can serve as explicit guidelines for the organisation and management team when setting selection and evaluation benchmarks for employing executive coaches. Design/methodology/approach An integrated review approach was applied to narratively synthesise 234 (k=234) identified peer-review articles between 1995 and 2018. This review followed a rigorous protocol that the authors consulted ten (n=10) experts in the field. Both qualitative and quantitative psychological-focused research evidence was included in this study. Findings First, certain psychological approaches, such as cognitive behavioural, solution-focused, GROW and strength-based approaches, were highlighted in current research evidence. Second, the essential factors and skills, for instance, building trust, transparency and rapport, and facilitating learning were identified. Third, the main organisational learning and development outcome evaluation methods were outlined in this review, such as the self-efficacy scale, organisational commitment, workplace psychological well-being, 360-degree feedback and the Multifactor Leadership Questionnaire. Research limitations/implications It is always challenging to integrate research evidence on coaching because of the diversity of theoretical disciplines upon which coaching interventions draw. Therefore, it is difficult to generate a meta-analytic review which can generate statistical results. This review also reveals room for improvement in the quality of existing coaching evidence in accordance with the criteria for evidence-based management or practice (Briner et al., 2009), such as research methodology and evaluation design. Moreover, there is a lack of evidence on this reflective process which helps professional coaches to ensure the quality of their practice and organisational support. Practical implications This review offers a new perspective on the role psychology plays in the organisational learning and development practices. The identified coaching approaches, influential interpersonal skills and outcome evaluation methods can serve as practical guidelines when applying external coaching to facilitate a better organisational learning and development process and outcome. Originality/value This is the first literature review to focus on contemporary psychological-informed coaching evidence (between 1995 and 2018) in the workplace setting. Despite the rapid growth in demand for professional coaching practitioners (International Coach Federation, 2016), there is a lack of research-informed evidence to overcome the challenges faced by organisations when employing external coaches, such as what selection criteria or evaluation benchmarks to use. This review takes a practical perspective to identify essential body of knowledge and behavioural indicators required for an executive coach to facilitate an effective learning and development outcome.

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Section: Rq3 the Quality Of Existing Coaching Evidencementioning

confidence: 99%

Psychology in executive coaching: an integrated literature review

Lai

Palmer

2019

JWAM

View full text Add to dashboard Cite

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“…Resource analysis (similarly to setting goals to be realised with the help of coaching) constitutes an important stage in coaching models (Whitmore, 2009;Dembkowski et al, 2006). The coach's additional role is not only the analysis of one's resources but also their activation (Greif, 2013).…”

Section: Coaching Process and Its Influence On Employees' Competenciementioning

confidence: 99%

Coaching Process And its Influence on Employees’ Competencies in the Hospitality Sector – Case Study

Dolot

2017

IJCM

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“…Für eine ausführliche Beschreibung der Konstrukte und der Methoden zu ihrer Erfassung wird aufGreif ( 2013 ) sowieTheebom et al ( 2014 ) verwiesen. Abbildung 1 zeigt ein umfassendes Coaching-Evaluationsmodell, das den derzeitigen Stand der Fachliteratur zusammenfasst.…”

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“…). Die Merkmale im Modell wurden nach theoretischen Überlegungen und aus anderen Evaluationsmodellen übernommen(Greif 2013 ). Für eine ausführliche Beschreibung der Konstrukte und der Methoden zu ihrer Erfassung wird aufGreif ( 2013 ) sowieTheebom et al ( 2014 ) verwiesen.…”

Conducting Organizational‐Based Evaluations of Coaching and Mentoring Programs

Cited by 10 publications

References 58 publications

Psychology in executive coaching: an integrated literature review

Psychology in executive coaching: an integrated literature review

Coaching Process And its Influence on Employees’ Competencies in the Hospitality Sector – Case Study

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