EXECUTIVE COACHING AND EDUCATIONAL LEADERS

Proceedings of the 3rd International Conference on Social, Economic, and Academic Leadership (ICSEAL 2019), 2019

The scientific interest in the concept of coaching is subject to the fact that in the modern business environment, the coaching becomes an integral element of leadership development. Accordingly, the attention is focused on the best practice of coaching and there is a need for the distribution of coaching methodology in the educational activities of the educational institutions. The main goal of this study is to synthesize the international research materials on the concept of coaching as a leadership style and business education model, and the establishment of directions for the distribution of coaching methodology in the institutions of the higher education in general and business education. Our main contribution consists in a brief but simultaneously meaningful overview of the issues with the comparison of data from the international studies on the reliable sources. The processing and synthesis of the results was carried out in the focus of the establishment of localization areas and the definition of the conceptual directions of the change in the system of training. As a result, the conclusion is that the primary transformation of the educational environment will require the field of knowledge related to people, including business education, which is impossible without the awareness of the leaders of the educational institutions of the objectivity of these processes and the possibilities of obtaining certain advantages in the market of the educational services.

2021

Executive coaching is a formal engagement in which a qualified coach, works with an organizational leader in a series of dynamic and confidential sessions designed to establish and achieve clear goals that will result in improved managerial performance. Coaching is fundamentally a process for facilitating learning and change, which is another way to describe development (Kram & Ting, 2006). Why do executives need coaching? Can't they do it on their own? It is because no individual in this world is accurate in making his own assessment. Moreover, it takes lot of time and effort to research and understand one's own strengths and limitations. Why struggle seeking answers on your own through trial and error when help is at your fingertips? A professional coach can help improve your life, career and work performance.<br> A lot of managerial professionals are seeking executive coaching in order to enhance their leadership skills, expand their advancement opportunities or a...

Journal of Leadership Studies, 2011

Educational leaders face unprecedented changes in developing new strategies and processes that improve teacher effectiveness, student performance, and administrators' professional development.

Development and Learning in Organizations: An International Journal, 2014

Purpose – This paper aims to offer a theoretical foundation for a testable framework of executive coaching effectiveness and to share key findings from the research study in executive coaching effectiveness based on the theoretical framework. Design/methodology/approach – This article draws on the results from a quasi-experimental field study of four firms whose primary professional services focused on executive coaching. Findings – Practical implications and learning lessons for the three constituents: the coachee, the coach and the organization. Originality/value – The research can assist individuals and organizations in making informed decisions about designing, implementing and measuring executive coaching programs, thus building the profession of coaching.

Coaching as a form of professional development holds great promise for schools. Coaching is relatively new to education, but its growth has exploded over the last decade. The current study reviewed various approaches to coaching in education, and then focused on educational leadership coaching. Educational leadership coaching aims to improve instruction through metacognition, trust, and shared leadership. In this qualitative study, 16 coaches and one coaching consultant were interviewed; data were analyzed and themes emerged. Trained coaches shared their perceptions that coaching impacted shared leadership on the surface level. Although communication improved, the coaches perceived that the coaching conversations often felt forced and, due to leading questions, some conversations were perceived as top-down manipulations. Overall, the coaches believed that instructional decisions had improved somewhat, but they shared that coaching’s promise was not completely fulfilled. Lastly, coaches saw coaching as an avenue to improve relationships, especially among team members. The participants were reflective and metacognitive in their responses, indicating that with a greater level of adherence to coaching philosophy trust developed, especially between colleagues of similar assignment.

Consulting Psychology Journal: Practice and Research, 2009

A n g e l e s, C A 9 0 0 8 9 -0 8 7 1 (2 1 3) 7 4 0 -9 8 1 4 FAX (213) 740-4354 http://ceo-Abstract This article addresses the conceptual and methodological issues involved in measuring the business impact of executive coaching. A framework is introduced for identifying the business impacts of coaching. An application of the framework is presented using exploratory study data from 12 matched coach-coachee pairs showing varying degrees of impact of the coaching on business-related outcomes.

Educational Management Administration & Leadership, 2009

Cuadernos de Gestión

Executive coaching has become one of the principal leadership development strategies of our time. However, this is a field of HRD that has been discussed far more often in professional than academic literature and further research is required. This work analyses the relation existing between the main explanatory factors of executive coaching effectiveness and the different types of results that can be achieved. This study also provides an empirical test of the effectiveness of executive coaching using the first three levels of Kirkpatrick's evaluation model (1975). Responses from 176 executives are analyzed, assessing their perceptions of their latest experience of executive coaching. Structural modelling is used to match factors affecting the success of executive coaching to its results. The resulting model highlights the influence exercised by the coach, and to a lesser extent the coachee and the process, on coachee satisfaction. It also shows how the coach influences the coachee's learning. The results also suggest that there is a positive relationship between satisfaction, learning and behavioral change, as Kirkpatrick suggests. The development of a final focus group, in which human resources managers, coachees and coaches took part, contributed to improvements in the discussion and interpretation of the results. In the light of these results, the implications for the professional and academic area are considered.

Training & Development Journal

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 ¼ 234) identified peer-review articles between 1995 and 2018. This review followed a rigorous protocol that the authors consulted ten (n ¼ 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.

Journal of Social Sciences, 2013

The experiences of coaches and coachees in the process of executive coaching has not been extensively researched. The study aims to obtain an in-depth understanding of such experience from the perspecti ves of the parties involved. The research purpose was to explore the perceived value and experiences of the process of executive coaching for coach and coachee. Reliable information about the real nature of executive coaching is lacking. Although executive coaching is a popular leadership development strategy, few studies have investigated its real value. Various articles have been published, describing executive coaching and its value ma inly from the perspective of the coach. A case study design was used as it is regarded as a data collection method frequently associated with qualitative research. Purposive sampling was used to gather ten participants: five executive coaches and five coachees. Data were gathered through interviews and managed from a grounded theory perspect ive. Research quality was ensured through the criteria of transferability, credibility and dependability. Results indicated some significant positive and negative experiences from participants. These relate to issues such as emotional experiences, personal growth and benefits, diversity implications, leadership and management capabilities and the status of executive coaching. The findings can be utilised as information to coaches, managers and executives about the nature of executive coaching. The study contributes to expanding knowledge and understanding of the process and value of executive coaching.

2014

The purpose of this qualitative case study was to understand how coaching support structures enabled and sustained leadership practices of urban principals. The study investigated how the intervention of coaching for academic leaders can serve as evidence based professional development for building leadership capacity. The central focus was on principals’ perceptions of coaching engagements over time to identify recurring themes and essential elements of the coach-to-client relationship. With a goal of meeting 21st century school accountability requirements of standards and assessments, the urban district in this study implemented coaching for academic leaders who were selected to participate in the coaching intervention as jobembedded professional development. The district assigned a cadre of trained coach leaders to building principals with the primary goal of coaching academic leaders to attain desired goals. The district’s director of professional development was a certified coa...

The International Journal of Coaching in Organizations, 2008

Effective leadership development programs involve more than classroom lectures and discussion. This article describes the elements within an executive leadership development program that contribute to enhanced performance improvement, and the various ways coaching is used to integrate the different elements within this program.

2000

A n g e l e s, C A 9 0 0 8 9 -0 8 7 1 (2 1 3) 7 4 0 -9 8 1 4 FAX (213) 740-4354 http://ceo-Abstract This article addresses the conceptual and methodological issues involved in measuring the business impact of executive coaching. A framework is introduced for identifying the business impacts of coaching. An application of the framework is presented using exploratory study data from 12 matched coach-coachee pairs showing varying degrees of impact of the coaching on business-related outcomes.

Journal of Cases in Educational Leadership, 2019

This case provides opportunities for school leaders, including coaches, to examine ways to lead learning and build teacher capacity. Told from the perspective of a newly hired elementary instructional coach in a suburban district experiencing rapid growth, the intent of this case study is to explore how leaders and coaches can work together to develop collaborative learning experiences that cultivate reflection and professional growth among all teachers. In addition, school leaders using this case should examine the conditions and resources necessary to build strong professional communities that maximize student learning.