<i>Quo Vadis</i>? A study of the state and development of coaching in Portugal

Fontes, Andrea Sousa; Russo, Silvia Dello

doi:10.1111/ijtd.12163

Cited by 4 publications

(3 citation statements)

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“…Furthermore, coaching skills, which among others include skills focusing on asking questions and providing feedback, have the potential to provoke and foster organizational learning climates. Coaching leaders provoke employees’ knowledge acquirement, purposefulness, self‐awareness and skill development (Fontes & Dello Russo, 2019; Withmore, 2017). The impact of the group reflective learning programme was researched through the lens of teachers.…”

Section: Introductionmentioning

confidence: 99%

Leadership training and organizational learning climate: Measuring influences based on a field experiment in education

Daniëls

Muyters

Hondeghem

2021

Int J Training Development

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Research considering the effects of leadership training and development is underresearched. However, leadership behaviour can generate greater levels of performance and satisfaction. In this study, the effect of a group reflective learning programme for school leaders is examined. The study questions whether leadership development, using a group reflective learning programme that focuses on coaching skills, can influence teacher perceptions of the organizational learning climate. Gaining a deeper insight in factors influencing organizational learning climate is important because organizational learning climate is associated with job motivation, job satisfaction, positive working conditions and the optimizing of training outcomes. Hence, a positive organizational learning climate can contribute to organizational performance, in the case of primary education delivering quality education to pupils. Based on a sample of 289 teachers, it turned out that school leaders’ participation in the group reflective learning programme resulted in a significant increase of teachers’ perceptions of the organizational learning climate. The results are inspiring for scholars, policy makers and practitioners.

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Section: Introductionmentioning

confidence: 99%

Leadership training and organizational learning climate: Measuring influences based on a field experiment in education

Daniëls

Muyters

Hondeghem

2021

Int J Training Development

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“…We believe this study also helps coaches better frame their interventions once the underlying mechanisms of its positive effects have been clarified, ultimately taking another step towards coaching professionalisation (Fontes & Dello Russo, 2019). Furthermore, the finding that the change in positive psychological resources is maintained over time is encouraging for it implies this is a sustainable change that will lead to continued improved attitudes and behaviours provided that coachees autonomously bring forward their goal setting process.…”

Section: Discussionmentioning

confidence: 96%

An Experimental Field Study on the Effects of Coaching: The Mediating Role of Psychological Capital

Fontes

Russo

2020

Applied Psychology

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Coaching is a developmental intervention implemented in organisations to improve individual attitudes and behaviours. Few studies, however, have tested these assumptions and explained the mechanisms involved. We propose psychological capital (PsyCap), a set of positive individual resources, as a possible mediator. We investigated whether coaching framed in goal setting and conservation of resources theories is effective in improving PsyCap and, through this, individual attitudes and performance, and whether its effects maintain over time. We conducted an experiment with 56 employees in a marketing company, who were either randomly assigned to a coaching intervention or a waitlist control group. Measures of interest were collected before the programme started (T1), and after the programme, which lasted 4 months (T2). A follow-up measure for the experimental group was collected after a further 4 months (T3). ANOVAs showed coaching was associated with increases in PsyCap, job attitudes, and one dimension of job performance. The mediating role of PsyCap was supported for job attitudes. The effects on PsyCap and job attitudes lasted over time, as revealed by within-subjects repeated measures analyses. This study fills a gap in our knowledge of the explanatory processes of coaching effectiveness by building on solid research design features.

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“…Workplace or executive coaching is a one-to-one learning and development intervention that uses a collaborative, reflective, goal-focused relationship to achieve professional outcomes valued by the coachee (Smither, 2011). Interactions between coach and coachee might be face-to-face or by phone or online and can involve very different budgets (Fontes and Dello Russo, 2019). Effective coaching contributes to improved work-based outcomes, including goal accomplishment (Fischer and Beimers, 2009), professional relationships (Kombarakaran et al, 2008) and positive effects for learning, resilience, workplace wellbeing and performance outcomes (Grant et al, 2009;Jones et al, 2015).…”

Section: H1(b)mentioning

confidence: 99%

Organisational development programmes and employees’ career development: the moderating role of gender

Pinnington

Aldabbas

Mirshahi

et al. 2022

JWL

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Purpose This study aims to investigate the relationship between different organisational development programmes (360-degree feedback; Coaching; Job assignment; Employee assistance programmes; On-the-job training; Web-based career information; Continuous professional development; External education provision) and employees’ career development. The implications of the moderating effects of gender on the relationships between these eight organisational programmes and career development are assessed. Design/methodology/approach To examine hypothesised relationships on eight organisational programmes and career development, this paper computed moderated regression analyses using the PROCESS macro (3.5), for a two-way analysis of variance (Hayes, 2018). The data collected are based on a survey sample of employees (n = 322) working in Scotland. Findings Two main findings arose from this empirical study. First, there are significant direct relationships between seven out of the eight organisational development programmes and their influences on employees’ career development. Second, gender is a significant moderator for four of the programmes’ relationship with career development, namely, coaching, web-based career information, continuous professional development and external education provision. However, gender failed to moderate the four other programmes’ (i.e. 360-degree feedback, job assignment, employee assistance programmes and on-the-job training) relationship with career development. Originality/value This paper concludes that closer attention should be given to the organisational design of these development programmes and consideration of potential gender differences in employees’ perception of their importance for career development in their organisation. To date, the majority of research in the literature has concentrated on the impact of training on career development, so this study contributes to the body of knowledge on a set of organisational development programmes and their effect on career development moderated by gender.

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Quo Vadis? A study of the state and development of coaching in Portugal

Cited by 4 publications

References 43 publications

Leadership training and organizational learning climate: Measuring influences based on a field experiment in education

Leadership training and organizational learning climate: Measuring influences based on a field experiment in education

An Experimental Field Study on the Effects of Coaching: The Mediating Role of Psychological Capital

Organisational development programmes and employees’ career development: the moderating role of gender

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