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    The Leadership Coaching Sourcebook: A Guide to the Executive Coaching Literature
    The Leadership Coaching Sourcebook: A Guide to the Executive Coaching Literature
    The Leadership Coaching Sourcebook: A Guide to the Executive Coaching Literature
    Ebook206 pages1 hour

    The Leadership Coaching Sourcebook: A Guide to the Executive Coaching Literature

    By Jonathan Nelson, Lisa Boyce, Gina Hernaz-Broome and

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    About this ebook

    Executive coaching is an increasingly popular means for developing organizational leaders. This sourcebook provides a resource for both practioners and researchers interested in gaining or updating their understanding of the current state of the executive coaching field and to enable them to do so in a systematic manner. By focusing on key research and practice in the executive coaching literature, this sourcebook provides not only a mechanism for consolidating our thinking about leadership coaching issues but also a succinct reference for building future research efforts.
    LanguageEnglish
    PublisherCenter for Creative Leadership
    Release dateApr 15, 2011
    ISBN9781604917444
    The Leadership Coaching Sourcebook: A Guide to the Executive Coaching Literature

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      Book preview

      The Leadership Coaching Sourcebook - Jonathan Nelson

      Section 1. Using This Sourcebook

      This sourcebook is designed to both provide an introduction to the topic of executive coaching and help guide experienced researchers and practitioners to literature most relevant for their needs. Literature on executive coaching has grown substantially since the annotated bibliography compiled by Douglas and Morley (2000). Due to the growing size and breadth of this literature, rather than simply providing an updated annotated bibliography, this sourcebook strategically compiles key publications as a means to highlight the state of leadership coaching.

      This sourcebook can be used in a variety of ways. First, Section 2 provides a brief overview of the past and current state of the executive coaching literature. This material provides a brief synopsis for individuals who have limited or dated knowledge of executive coaching and wish to gain a greater understanding of the major issues in the literature. In addition to this general overview, Section 5 presents a summary of the current literature as well as discussion of the major factors in leadership coaching according to the framework provided in Section 4. We encourage readers to examine Figures 1 and 2 for an overview of the issues and corresponding articles.

      For individuals wishing to develop deeper knowledge of a particular topic related to executive coaching, outlines of topic-specific articles are provided in Section 6. Although not intended to replace the original articles, these outlines were designed to help you identify the articles most relevant to your needs. Additionally, each article has been assigned codes to help readers efficiently identify the type of methodology employed, particularly useful introductions of a topic, number of citations included, number of pages, and the type of article (for example, conceptual or empirical). Table 1 provides a list and definitions of the codes, and Table 2 maps each article according to these codes.

      Thus, this sourcebook can be read in its entirety to provide a comprehensive overview of current coaching publications, or it can be used to identify resources specific to an individual reader’s needs.

      Table 1. Definitions of codes assigned to articles

      Table 2. Summary of all articles coded

      Section 2. The Past and Current State of Executive Coaching

      Executive coaching has witnessed an increase in popularity in both practice and research in the past two decades (Dagley, 2006; Passmore 2007). Although coaching and leader development efforts have been used in organizations for the past half century (Day, 2001; Kampa-Kokesch & Anderson, 2001), the term executive coaching was first coined in the 1980s in order to reduce the punitive stigma associated with coaching. However, practices were still predominantly corrective in nature and aimed at ineffective leaders (Kampa-Kokesch & Anderson, 2001). The practice of executive coaching substantially increased in the early 1990s, as faltering organizations attributed organizational problems to poor leadership. As a result, coaching maintained a punitive connotation (Feldman & Lankau, 2005) for another decade.

      Only within the past decade has executive coaching evolved into a developmental opportunity and come to be perceived in a positive light for leaders (Feldman & Lankau, 2005). Today, coaches work closely with executives on long-term goals, daily activities, and interpersonal skills (Dean & Meyer, 2002; Hernez-Broome & Hughes, 2004; Jay, 2003). The success and subsequent demand for executive coaching has created an enormous growth in the number of professional coaches and coaching programs in organizations (Day, 2001; Dean & Meyer, 2002; Feldman & Lankau, 2005; Hernez-Broome & Hughes, 2004).

      Despite the advent of executive coaching practices, the literature provides little consensus on a definition of executive coaching. However, the field appears to be reaching a convergence regarding the core components, as evidenced by several articles agreeing on what coaching is and what it is not. Executive coaching is, at its most fundamental level, a purposeful one-on-one relationship for developing effective leaders (Day, 2001; Dean & Meyer, 2002; Feldman & Lankau, 2005; Jay, 2005; Joo, 2005; Stern, 2004). Leadership coaching is not mentoring, training, consulting, or therapy (Feldman & Lankau, 2005; Hollenbeck, 2002; Kampa-Kokesch & Anderson, 2001; Passmore & Gibbes, 2007; Stern, 2004). We are partial to the Center for Creative Leadership (CCL) definition: a practice in which the coach and coachee collaborate to assess and understand the developmental task, challenge current constraints while exploring new possibilities, and ensure accountability and support for reaching goals and sustaining development (Ting & Hart, 2003, p. 116).

      Similar to this definition, a range of terms are used to describe the participants in a coaching engagement. To be more comprehensive, we elected to incorporate many of these terms and to generally use them interchangeably. For example, executive coaching may also be referred to as leadership coaching, and clients may also be referred to as coachees.

      The literature indicates several common goals that characterize executive coaching. Three predominant objectives of executive coaching are (a) developing self-awareness, (b) overcoming behaviors that limit personal and organizational success, and (c) building skills, particularly for high potentials, to support dynamic organizational needs (Anderson, Frankovelgia, & Hernez-Broome, 2009; Day, 2001; Dean & Meyer, 2002; Jay, 2005). Although these objectives focus on the individual, coaching also considers the individual as part of a larger system (Orenstein, 2002) and ultimately aims to foster organizational-level goals (Stern, 2004). Supplementary objectives often include increasing motivation and interpersonal skills (Dean & Meyer, 2002; Jay, 2005).

      Two recent trends are expanding coaching objectives. First, changes in organizational functioning have elicited an increased need for both interpersonal skills and effective adaptability beyond simple business knowledge (Joo, 2005; Kampa-Kokesch & Anderson, 2001). Organizations have responded to these changes by taking a more vested interest in their human capital by incorporating coaching across human resource practices and growing a coaching culture (Anderson et al., 2009; Day, 2001). Second, coaching has received an increasing amount of attention from the fields of business and psychology (Day, 2001; Dean & Meyer, 2002; Kampa-Kokesch & Anderson, 2005). As a result, coaching practices are gaining an industrial-and-organizational-psychology perspective and the field is moving toward a science-practitioner model (McKenna & Davis, 2009).

      Although research has responded to the trend, as evidenced by an increase in theoretical and empirical articles, much of the literature is still lagging practice, and many specifics of coaching theory and application remain unexplored (Feldman & Lankau, 2005; Hernez-Broome & Boyce, 2010; Joo, 2005; Kampa-Kokesch & Anderson, 2001). The following sections of the sourcebook will examine the state of the literature in more detail. Needless to say, executive coaching is an important and fruitful avenue for research and the development of evidence-based practices.

      Section 3. Introduction of the Leadership Coaching Framework

      Coaching is a complex social system in which many factors interact to impact the success of a coaching program. Systems theory (Katz & Kahn, 1978) provides us with a tool to examine such a complex system by allowing us to frame the key variables that work together to produce effective results. The three central components of an I-P-O model are the input or the external factors that enter the system, the process or the actions taken upon the input materials, and the output or the results of the process. The Leadership Coaching Framework (Boyce & Hernez-Broome, 2007; see Figure 1, p. 14) uses an I-P-O framework to frame the key issues relevant to executive coaching, including coach and client characteristics (input), the coaching process, and coaching outcomes (output). Additional components that may moderate or impact the relationships between the input and process include the coachclient match, organizational support, and the medium through which coaching occurs.

      Although this framework is presented in Advancing Executive Coaching: Setting the Course for Successful Leadership Development (Hernez-Broome & Boyce, 2010), we provide a brief review of this model here as an organizing strategy for the sourcebook. The six components illustrated in

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