Running head: ANNOTATED BIBLIOGRAPHY

Annotated Bibliography

Executive and Organizational Coaching

Laura Kelley

Georgia Southern University

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Annotated Bibliography: Executive and Organizational Coaching

The search for research articles involving the topic of executive and organizational
coaching proved to be a challenging concept to locate. Often, the term coaching was a reference
used more commonly in European and Asian Countries, rather than in the United States.
Challenges associated with using research articles written outside of the United States were only
minor difficulties consisting of vernacular I was not familiar with or a change in spelling of a
familiar word. It appears that the term coaching is similar to a term I am more familiar with
called leadership coaching or human capital management. Additionally, in academics I have
heard a similar term organizational behavior development combined with the executive coaching
aspect. At the University of Georgia, we have a masters degree focused on a similar concept
called Human Resources and Organizational Development. The application of the specific term
coaching used in reference with an organization appears to only be reasoned by the vernacular of
a particular location. The article Executive Caching as a Change Process: An Analysis of the
Readiness for Coaching supplied a table comparing the different leadership coaching features
between the different cultures (English-speaking regions, Western cultures, and Eastern Europe,
Asia, & Middle East) and the impact of organizational coaching within those areas.
The current focus and concentration among universities to create emphases in human
relations within the working environment has brought about more progressive research in the
area of executive and organizational coaching. The research in this area is sparse as compared to
research in a well-defined and developed area such as a topic in child development. It also
appears that more qualitative approaches have been taken in the human relation categories such
as organizational coaching, rather than a quantitative approach. Although I found a few
quantitative articles regarding coaching, they were few. Most qualitative articles in review
merely suggested further research in the field using a more quantitative approach for a more
broadly defined and representative analysis and potential for generalizability. Further
complications in pinpointing empirical research articles on the topic occurred in finding
predominately meta-analysis reviews and reviews of literature on past organizational
development theories. A majority of articles utilized correlational research referencing positive
relationships between the effects of the variables.
Important factors that I gathered from the articles were the significant amount of
researched aimed at understanding the behavioral relationships of coaches on the motivation and
insight of the coachee. The predicted relationship between behavior of coaching and the effects
on the coachee all provided evidence that positive cognitive-behavioral relationships are the most
effective approach to coaching for organizational change. The difficulty of the goal, the
motivation of the coachee, the reasoning behind the need for the coaching, and the attitude of the
coach, all assist in the outcome of the coachee in the training. Having a human development
background, I tried to find qualitative articles that referenced a review of literature on Piagets
cognitive stage theory or a similar human development approach. Only one article referenced a
development-type stage approach. Understanding the cognitive status of the coachee is
imperative for developing an appropriate organizational coaching plan.
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The most impactful article reviewed was, Manager Behavior, Generation, and Influence
on Work-Life Balance: An Empirical Investigation. Prior to reading this research article, I would
not have considered work-life balance to be connected with executive or organizational
coaching. In review of the literature in this article, the authors linked coaching to three separate
categories with work-life balance being linked to health and self-actualization. After reading this
article, I would consider a work-life balance coordinator (commonly found at large universities)
an organizational coach. An executive or organizational coach should consider wellness of the
individual instead of just the needs of the organization. A majority of the articles related the
mental health of the coachee to the success of the coaching program and therefore, the success of
the organization.
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Bozer, G., Joo, B. K., & Santora, J. C. (2015). Executive coaching: Does coach-coachee

matching based on similarity really matter? Consulting Psychology Journal: Practice

and Research, 67(3), 218-233. doi: 10.1037/cpb0000044

The researchers aimed to explain if gender and/or perceived similarity affect the self-
efficacy of the mentees in the program in Article 7. The directional hypotheses indicate positive
relationships between gender & similarity on effective outcomes of coaching. A convenience
sampling yielded 68 participants. The participants were issued pre-post-tests and partook in
cognitive-behavioral sessions that were trailed by assessments and follow-ups to determine
effective outcomes. Instruments were based on six prior distinct theoretical constructs of
coaching dyads. A two-way ANOVA method and a Bonferroni procedure were used to measure
coaching effectiveness based on group and time and pre-post-coaching. Within the four changes
of effectiveness, a mean, standard deviation, and F value based on gender were calculated.
Multiple-regression analyses tested for effectiveness of similarities between coach and coachee.
The results indicated that there was not a significant relationship between the perceived
similarities or gender similarities on coach and coachee relationship outcomes.
Gilley, A., Waddell, K., Hall, A., Jackson, S. A., & Gilley, J. W. (2015). Manager behavior,

generation, and influence on work-life balance: An empirical investigation. Journal of

Applied Management and Entrepreneurship, 20(1), 3-23.

The authors of this article aimed to discern if any support exists from managers of
different generations on work-life balance within organizations. Methods used in this
quantitative article select a sample using graduate students in related fields of business
administration and organizational development. Four hundred and sixty three surveys were
provided from the previously developed and validated Managerial Practices Survey (utilizes a 5-
point Likert-type scale). The authors considered managerial age a binary variable. Results of the
data analysis separated demographics of the generations in one table, with Table two
representing perceptions of support (averaged by the mean, standard deviation, and correlations
of the scores and evaluated by a one-way ANOVA model), and Table 3 with separation of
descriptive statistics and between-subject correlations of the independent variables. The data
analysis is presented in Table 4 using regression analysis with a linear regression for each age
group. Findings suggested that all generations displayed some type of support and professional
development.
Gray, D. E., Ekinci, Y., & Goregaokar, H. (2011). A five-dimensional model of attributes: Some

precursors of executive coach selection. International Journal of Selection and

Assessment, 19(4), 415-428. doi: 10.1111/j.1468-2389.2011.00569.x

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The researchers implemented a mixed-method design and aimed to develop a model for
organizations to follow that defined desirable attributes when selecting a coach. Researchers
interviewed and organized two focus group sessions to collect qualitative data. The researchers
then used a quantitative method of locating any emerging themes to categorize. For validity,
researchers utilized questionnaires that were compared to standards produced by the coaching
community of experts and an expert panel. Researchers also applied a varimax rotation to reduce
emerging attributes to an analyzable amount. Analysis was also conducted using a correlation
matrix supported by the Kaiser-Meyer-Oklin measure of sample adequacy and the Bartletts test
of sphericity. A five-factor solution was presented to identify reliability and validity and a one-
way ANOVA to analyze the significance of the impact of position on coaching attributes. The
study concluded that the same attributes of a mentoring psychological approach were also
significant motivators for employees in the areas of support.
Lin, W. J., Lin, C. Y., Chang, Y. H. (2016). The impact of coaching orientation subordinate

performance: the moderating effects of implicit person theory and LMX. Asia Pacific

Journal of Human Resources. Advance online publication. doi: 10.1111/1744-

7941.121107

The correlational hypotheses were tested by hierarchical regression analysis and

supported the relationship between promotion and prevention style coaching-related orientations.
Reliability was determined using Cronbachs alpha and descriptive statistic for item
measurement. Each measure tested, coaching orientations (promotion and prevention), entity
beliefs, leader-member exchange (LMX), and subordinate performance, contained a Likert scale
and was assessed using Cronbachs alpha. The authors presented tables of inter-correlations of
variables and the hierarchical regressions of promotion and prevention styles of coaching.
Interaction effect analysis demonstrated better job performance of employees who maintain
higher levels of leader-member exchange (relationships). Data indicated that promotion-oriented
coaching has a higher positive effect on lacking employee performance than prevention-oriented
performance. Data also indicated that employees with incremental beliefs versus those with
entity beliefs have a higher level of coaching relationships, and a much higher positive effect of
promotion-oriented coaching on employee performance.
Mosteo, L. P., Batista-Foguet, J. M., Mckeever, J. D., & Serlavos, R. (2016). Understanding

cognitive-emotional processing through a coaching process: Influence of coaching on

vision, goal-directed energy, and resilience. The Journal of Applied Behavioral Science,

52(1), 64-96. doi: 10.1177/0021886315600070

The authors of this study intended to understand how a leadership development program,
based on intentional change theory, affected personal and professional development for MBA
graduate students. The researchers used a systematic random sampling method. The authors then
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distributed a within-subject pre-test testing three self-report measures 48 hours before the 90-
minute coaching. A post-test was then distributed directly after the 90-minute session. According
to the authors, distributing the post-test 48 hours before the coaching aided in securing internal
validity. Additionally, the authors issued a pilot study of the pre and post-test questionnaires to
secure validity and reliability. Using the t test, the researchers validated all of hypotheses 1 (a-e),
as well as, hypotheses 2b and 3. The researchers applied a PEA treatment (coaching using
positive emotional attractors) on variables using mixed design and ANOVAS (analyses of
variance). Evidence provided by the researchers indicated that higher rates of self-efficacy were
evident when participants participated in coaching using positive emotional attractors.
Ratiu, L., & Baban, A. (2015). Understanding the development of coaching in changing times.

Cognition, Brain, Behavior. An Interdisciplinary Journal, 19(3), 209-231. Retrieved

from: http://www.cbbjournal.ro/index.php/en/2015/104-19-3/565-understanding-the-

development-of-coaching-in-changing-times

In this study, the authors sought to understand the new coaching practice brought to
Romanian organizations and the impact among organizational and professional development
through a qualitative approach. A convenience sample of 15 practitioners within the human
resource field was selected. Qualitative semi-structured interviews were conducted asking
demographics and questions regarding methods of organizational coaching used to improve
professional development. Questions addressed personal perspectives of the organizational
coaching process allowing for in-depth individual interpretation. Analysis of data was conducted
by method of thematic analysis, by identifying common themes among participant interviews
allowing for interpretation of prior theories (deductive) and seeking new theories through themes
(inductive). The authors employed ATLAS to generate the five themes. The authors concluded
that organizational coaching allowed for practitioners to improve efficiency and effectiveness of
employees, as well as, providing problem-solving solutions for the organization.
Ratiu, L., & Baban, A. (2012). Executive coaching as a change process: An analysis of the

readiness for coaching. Cognition, Brain, Behavior. An Interdisciplinary Journal, 16 (1),

139-164.

This article provided evidence on the stages of change and the developmental needs
associated with that change based on demographic and job level needs. The four directional
hypotheses of the study linked the level of employee with level of developmental needs and
perception of developmental needs. The researchers selected a target sample of 87 individuals.
Instruments provided included a Likert scale. A control for variables (tenure in management
positions, age, gender, and prior participation in developmental programs) was presented. Data
analysis applied a factorial analysis to measure scale validity to compare to the prevalent method
of transtheoretical model of change. Additional exploratory factorial analysis was performed
with Direct Oblimin Rotation and Kaiser-Meyer-Olkin and Bartletts test for sphericity. Further
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statistical analysis also employed Cronbachs alpha and a chi-square. Data collected by the
researchers allowed a more in-depth model to allow organizations to better predict the best
method of coaching to utilize based on how employees perceive change in the workplace and
preparation for coaching.
Sonesh, S. C., Coultas, C. W., Marlow, S. L., Lacerenza, C. N., Reyes, D., & Salas, E. (2015).

Coaching in the wild: Identifying factors that lead to success. Consulting Psychology

Journal: Practice and Research, 67(3), 189-217. doi: 10.1037/cpb0000042

In this article, the researchers assessed prior knowledge on constructs to determine a

model for contributing factors for coaching to test for validity. The researchers hypothesized that
higher or lower goal attainment from the coachee was directly related to the motivation from the
coach. Two separate studies were performed from two samples with one being an academic
environment and the other a corporate environment. Each participant was assigned to a coach to
receive leadership training. Surveys constructed from prior literature were distributed to
participants. Instruments for measuring involved a 5-point Likert scale. Researchers also utilized
a mediation analyses, macro SPSS and the Sobel test. According to the study, coachee motivation
was significant in the academic setting. A high positive relationship was also indicated and
supported by coach behavior on outcomes of the coachee in both environments. Motivation in
both environments was also directly linked to the insight sought by the coachee.