Foreign study

The effectiveness of workplace coaching: A meta‐analysis of learning and performance outcomes from
coaching

Rebecca J. Jones Stephen A. Woods Yves R. F. Guillaume

First published: 15 April 2015 https://doi.org/10.1111/joop.12119 Cited by: 36

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 (δ
= 0.36), and on specific forms of outcome criteria (skill‐based δ = 0.28; affective δ = 0.51; individual‐level
results δ = 1.24). We also examined moderation by a number of coaching practice factors (use of
multisource 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 multisource 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.

Applying transformational leadership theory to coaching research in youth sport: A systematic

literature review

Jennifer Turnnidge &Jean Côté

Pages 327-342 | Received 14 Jun 2015, Accepted 10 May 2016, Published online: 16 Jun 2016

 Download citation

 https://doi.org/10.1080/1612197X.2016.1189948

There is growing recognition that Transformational Leadership theory (TFL) holds significant
potential for coaching research in youth sport. While the existing literature offers insight into the types
of athlete outcomes that are associated with TFL, studies evaluating how these outcomes can be
acquired are limited. The purpose of the present study was to synthesise and integrate research across a
variety of disciplines (e.g. organisational psychology, health care and promotion, education, and sport
and exercise psychology) examining the processes by which TFL influences followers’ (i.e. employees,
students, patients, athletes, etc.) psychosocial development. A systematic search was conducted of six
electronic databases covering a wide range of disciplines. Peer-reviewed, original studies published in
English were included in this review. The initial search yielded 2077 papers, of which 151 met the
selection criteria and were retained for analysis. A descriptive, content analysis-based approach was
used to assess emerging patterns in research design and study findings. Results revealed numerous
processes at the intrapersonal, interpersonal, and environmental levels that contributed to the
relationships between TFL and follower development. A conceptual model of these processes is
proposed, along with recommendations for future coaching research in youth sport.

Literature

Managerial Coaching

A Review of the Empirical Literature and Development of a Model to Guide Future Practice

Show all authors

Rona S. Beattie, Sewon Kim, Marcia S. Hagen, ...

First Published January 28, 2014 Research Article

https://doi.org/10.1177/1523422313520476

Article information

The Problem

While managerial coaching becomes increasingly popular in both scholarly and practical circles, the line
managers who need to execute this coaching may be neither capable nor interested in the coaching
process. Furthermore, while the research on coaching seems promising, little is known about how to
test the individual and environmental appropriateness of a coaching intervention.

The Solution
This review will inform and support evidence-based human resource development (HRD) professionals
tasked with developing managers’ coaching capability. It is designed to help line managers who wish to
enhance their managerial coaching practice.

The Stakeholders

This literature review and model will benefit organizations, HRD professionals, and line managers to
determine whether coaching is an appropriate learning intervention for their context and at that
particular time. Furthermore, if it is deemed appropriate, this review and resulting framework may aid in
determining how practitioners should approach coaching within their organizational setting.