What Works in Executive Coaching : Understanding Outcomes Through Quantitative Research and Practice-Based Evidence (Hardcover)

What works in executive coaching Understanding outcomes through quantitative research and practice-based evidence Back cover Introduction An interlude before Chapter 1 Chapter 1: Does executive coaching work? Is coaching worth the effort? Part A: Some controversies Controversy 1: how universal and generalizable are the results? Controversy 2: choice-supportive biases skewing the results towards false positives Controversy 3: if the same people are asked to measure all variables, biases will result Controversy 4: the Hawthorne effect Controversy 5: realistic settings do not satisfy lab research conditions Controversy 6: the diminishing power of statistical tests on the same data Controversy 7: nonattendance of participants in coaching and in research Controversy 8: nonrepresentative samples Controversy 9: coaching is not very sharply defined Part B: How to establish whether coaching works Part C: Overview of outcomes of coaching research with randomized control groups 1. Randomized controlled experiments in health coaching 2. Randomized controlled experiments in workplace coaching 3. Limitations of past research Part D: What does it mean for coaching practice An interlude before Chapter 2 Chapter 2: What works in executive coaching? What makes coaching really worthwhile? Part A: Some controversies Controversy 1: What to do with studies of a different standard than RCTs? Controversy 2: the technique versus common-factors debate Controversy 3: difficult to compare different studies when they use different constructs Controversy 4: where does ‘technique’ end and do ‘common factors’ begin? Part B: How to establish the "active ingredients" Part C: Overview of more evidence with an eye for possible active ingredients of coaching 1. Overview of coaching outcome research I: evaluation or field studies 2. Overview of coaching outcome research II: incorporating objective outcome variables 3. Manager-as-coach research with objective outcome variables 4. Overview of coaching outcome research III: employing control groups 5. Overview of coaching research which compares conditions 6. Overview of coaching research which compares techniques of coaching 7. Overview of coaching research which compares virtual and face-to-face coaching Part D: What does it mean for coaching practice An interlude before Chapter 3 Chapter 3: The coaching relationship as ‘best predictor’? How does the working alliance help to achieve outcomes? Part A: Some controversies Controversy 1: does the ‘medical model’ apply? Controversy 2: does the ‘therapy model’ apply? Controversy 3: causality is still open to debate Controversy 4: the puzzle of ‘the’ relationship Controversy 5: what is core of ‘the’ relationship? Controversy 6: how to optimize the relationship factor? Part B: What we need to know about this ‘best predictor’ Part C: Overview of coaching relationship outcome research 1. A brief review of research on the coaching relationship 2. A brief review of relevant mentoring outcome research 3. Longitudinal research on the coaching relationship 4. An interpretation of these findings 5. Future research: time to think differently about active ingredients Part D: What does it mean for coaching practice An interlude before Chapter 4 Chapter 4: What does executive coaching work on? Which outcomes does coaching actually deliver? Part A: Some controversies Controversy 1: very high diversity of study methods Controversy 2: some contradictory findings Controversy 3: the possibility of moderation Controversy 4: hard to see the wood for the trees, because of many weak results Part B: How to establish different coaching outcomes Part C: Overview of what we know about outcome measures 1. Changes on objective measures 2. Changes on multi-source performance measures 3. Changes on self-rated personality measures 4. Changes on self-rated preparedness or well-being measures 5. Changes on self-rated goal-attainment measures 6. Changes for the coach rather than the coachee Part D: What does it mean for coaching practice An interlude before Chapter 5 Chapter 5: What perceptual biases may be at play? Can we trust a coach’s perceptions of coaching? Part A: Some controversies Controversy 1: what is so bad about the biases in self-scores? Controversy 2: what is so bad about using self-scores for research? Controversy 3: is the distinction between self- and other-scores not artificial? Part B: How to establish coaching self-perception outcomes Part C: Overview of what we know about perceptual biases in coaches about their own coaching 1. A brief review of research on coaching interventions 2. Research on coaching interventions using the Coaching Behaviours Questionnaire 3. Significant differences found for gender, age, job and nationality of the coach 4. An interpretation of these findings Part D: What does it mean for coaching practice An interlude before Chapter 6 Chapter 6: What about negative side effects of coaching? Are there risks, can coaching do harm? Part A: Some controversies Controversy 1: can we actually treat ‘negative’ outcomes separate from ‘positive’ ones? Controversy 2: is there an assumption that reported experiences are significant outcomes? Controversy 3: there seems to be a difference between the coaching and mentoring literature Part B: How to establish negative side effects of coaching Part C: Overview of what we know about side effects Part D: What does it mean for coaching practice References Index Author Index