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Developing Leaders by Executive Coaching
Developing Leaders
by Executive
Coaching
Practice and Evidence

Andromachi Athanasopoulou
Sue Dopson

1
3
Great Clarendon Street, Oxford, OX2 6DP,
United Kingdom
Oxford University Press is a department of the University of Oxford.
It furthers the University’s objective of excellence in research, scholarship,
and education by publishing worldwide. Oxford is a registered trade mark of
Oxford University Press in the UK and in certain other countries
© Andromachi Athanasopoulou and Sue Dopson 2015
The moral rights of the authors‌have been asserted
First Edition published in 2015
Impression: 1
All rights reserved. No part of this publication may be reproduced, stored in
a retrieval system, or transmitted, in any form or by any means, without the
prior permission in writing of Oxford University Press, or as expressly permitted
by law, by licence or under terms agreed with the appropriate reprographics
rights organization. Enquiries concerning reproduction outside the scope of the
above should be sent to the Rights Department, Oxford University Press, at the
address above
You must not circulate this work in any other form
and you must impose this same condition on any acquirer
Published in the United States of America by Oxford University Press
198 Madison Avenue, New York, NY 10016, United States of America
British Library Cataloguing in Publication Data
Data available
Library of Congress Control Number: 2014950913
ISBN 978–0–19–968195–2
Printed and bound by
CPI Group (UK) Ltd, Croydon, CR0 4YY
Links to third party websites are provided by Oxford in good faith and
for information only. Oxford disclaims any responsibility for the materials
contained in any third party website referenced in this work.
To my wonderful, caring parents, Costas and Sofia, and my dear
brother, Leonidas: thank you for always being the wind beneath
my wings.
Andromachi Athanasopoulou

To Julian, for your support and love over the last thirty years.
Sue Dopson
n PREFACE

In the years since 1993 that I have studied, researched, taught, and prac-
tised coaching psychology, there have been significant shifts in the executive
coaching landscape. From a novel commercial offering, viewed with some
suspicion by many (Hall et al., 1999), executive coaching has become an
essential and respected part of contemporary organizational life. Indeed, the
leadership development genre has itself become a significant industry—and
one which continues to develop and grow.
It is clear that this is now a well-established global industry, focused on
delivering executive coaching and workplace coaching to a broad range of
organizational clients worldwide. Indeed, the growth of those engaged in
the coaching and leadership development industry is well documented. For
example, the largest professional association in the coaching industry, the
International Coach Federation (ICF), was founded in 1995 and now has
over 20,000 members in 100 different countries. The ICF estimates the total
annual revenue from coaching to be in the region of $2 billion (ICF, 2013).
Precise data on the coaching industry is hard to obtain, but in 2009 it
was estimated that there were approximately 40,000 professional coaches
globally—up from approximately 30,000 in 2006 (Frank Bresser Consulting,
2009). In the US, over 90 per cent of US-based Global 100 companies use
executive coaches (Bono et al., 2009), with similar figures for the use of
coaching in the workplace reported from the UK (Jarvis et al., 2005). In 2006
in Australia, 64 per cent of business leaders and 72 per cent of senior manag-
ers reported using coaches (Leadership Management Australia, 2006), and
the figures are probably even higher in 2013. Interestingly, for some organi-
zations the pressures and tensions inherent in the Global Financial Crisis
served only to highlight the need to provide good coaching to key staff in
order to help them deal with the challenges inherent in a post-financial crisis
environment (Farndale et al., 2010).
The growth in the applied practice of executive and workplace coaching has
been parallelled by a significant increase in the number of academic institu-
tions and universities worldwide that now offer postgraduate qualifications in
aspects of coaching. To this author’s knowledge, in 2000 there were perhaps
only two or three universities offering Master’s degrees in coaching worldwide
(key examples being the University of Sydney, Australia and Oxford Brookes
University, UK). At the time of writing there are over thirty such courses on
offer worldwide, and executive coaching can now be studied to doctoral level at
an increasing number of respected universities globally, with many world-class
universities now offering non-degree courses in executive coaching.
viii Preface

In addition, there has been a significant growth in the amount of

peer-reviewed coaching-related research: a search of the database PsycINFO
using the keywords ‘executive coaching’ and limiting the search to
peer-reviewed publications found 32 citations published in the five years
between 1995 and 2000, but 184 citations published in the five years between
2007 and 2012. This is indicative of the increase in the number of academic
institutions worldwide who are now seriously interested in the research and
practice of executive coaching. Such attention from respected academic
institutions bodes well for the ongoing development of evidence-based
approaches to executive coaching, in terms of bringing a rigorous evaluative
eye to the practice and impact of executive coaching, as well as providing
solid tertiary-level education for those interested in executive coaching. In
short, and in stark contrast to early warnings about the supposed widespread
dangers of executive coaching (e.g., Berglas, 2002), executive coaching has
moved well beyond being a ‘management fad’ (Tobias, 1996), and now has an
important and apparently permanent role to play in leadership development.
It is this contemporary context that makes this book such an important and
exciting addition to the evidence-based literature on executive coaching. The
afore-mentioned growth of the leadership development and executive coach-
ing industry is to be welcomed if such executive coaching interventions do
indeed improve the quality of leadership and enhance the performance and
productivity of organizations, whilst also ensuring the well-being of those
employed in such contexts. While the contemporary executive coaching
research suggests that this is the case, the extant knowledge-base on coaching
is still somewhat nascent. More work is needed here.
Both industry and academia have important and complementary roles to
play here in developing new knowledge and insights about executive coach-
ing—in evaluating the effectiveness of coaching, perfecting the practice of
executive coaching, as well as exploring the mechanics of purposeful positive
change within the context of executive coaching.
The discipline of executive coaching has much to offer to the organiza-
tional change and development literature. There is a wealth of knowledge
related to organizational development, but it would appear that most of this
body of knowledge sits at the organizational or systemic levels—there is rela-
tively less literature within this body of knowledge that explicitly examines
the mechanics of individual change within the organizational context, how
such individual change can be fostered through coaching and how such indi-
vidual change meshes with organization or systemic perspectives. The disci-
pline of executive coaching has much to offer here in terms of theory building
and the extension of existing theoretical frameworks.
On a practical level, I believe that the emerging discipline of executive
coaching has much to offer in terms of leadership development. This book
represents the contemporary edge of knowledge about executive coaching,
 Preface  ix

combining solid theoretical frameworks with extensive practitioner exper-

tise, whilst drawing on the emerging empirical knowledge-base related to the
subject. Both coaching practitioners and their clients are demanding increas-
ingly sophisticated approaches to leadership development—approaches
which explicitly combine these three key facets. In my view this approach is
vital if we are to make manifest the potential of executive coaching in devel-
oping our existing and future leaders—and well-rounded, capable leaders are
sorely needed as we begin to navigate the emerging and complex challenges
of the twentieth-first century.
Anthony M. Grant
Associate Professor
Director: Coaching Psychology Unit,
School of Psychology, the University of Sydney
n CONTENTS

LIST OF FIGURES xiii

LIST OF TABLES xv
ABBREVIATIONS xvii

Introduction 1

1 What Is Coaching and Executive Coaching? 7

1.1 Historical Overview 7

1.2 Defining Executive Coaching 12
1.3 What Is not Executive Coaching 15
1.4 Coaching Applications 17
1.5 The Context of an EC Intervention: An Introduction 22
1.6 Executive Coaches: Background, Key Characteristics, and Traits 30
1.7 Reflection and Learning 35
1.8 Key Learning 36

2 Competing/Complementary Theoretical Approaches 37

2.1 Cognitive, Behavioural, and Cognitive-Behavioural Approaches 38

2.2 Psychodynamic/Psychoanalytic Approach 44
2.3 Transactional Analysis Approach 47
2.4 Existential Approach 48
2.5 Humanistic/Person-centered Approach 50
2.6 Neurolinguistic Programming (NLP) 51
2.7 Gestalt Psychotherapy 52
2.8 Solution-focused Approach to Coaching 53
2.9 Key Learning 53

3 Implementing Executive Coaching 55

3.1 Internal versus External Coach: Similarities and Differences 55

3.2 Tasks/Process 57
3.3 Duration 62
3.4 Coaching Frameworks and Tools 63
3.5 Key Learning 80
xii Contents

4. Executive Coaching Impact: Evidence, Standards, and Success Criteria 81

4.1 In Search of Evidence on Executive Coaching Outcomes:

An Introduction 81
4.2 Personality and Ability Assessment Inventories Used in EC 84
4.3 A Systematic Review of EC Outcome Studies 85
4.4 Comparison of the Effectiveness of EC to Other Leadership
Development Interventions 108
4.5 Key Learning 109

5 Current Debates, Future Trends 111

5.1 Current Debates 111

5.2 Coaching Standards and the Field 112
5.3 The Rise of the EC Profession and the Challenges for the
Coaching Industry 113
5.4 EC Synergies from the Use of Multiple EC Techniques and
Approaches 115
5.5 Key Learning 116

6 Leadership Theories and Their Links to EC 117

6.1 Defining Leadership 117

6.2 Leadership Theories 118
6.3 Reflections on Leadership Theories 140
6.4 Key Learning 141

7 Reflections on the Role of EC in Leadership Development

and Management Education 143

7.1 Introduction to Leadership Development 143

7.2 Leadership Development and the Role of Context 144
7.3 Leadership Development, EC, and Mindfulness 145
7.4 EC and Management Education: Combining Forces for Better
Leadership Practice 148
7.5 Key Learning 150

8 Conclusions and the Future of EC Research 151

8.1 Towards More Effective EC Practice and Research 151

8.2 Possible Future Research Agendas 151
8.3 Summing Up 161

APPENDIX I: THE STAGES OF THE EXECUTIVE COACHING PROCESS 163

APPENDIX II: A REVIEW OF THE EXISTING EC OUTCOME STUDIES 167
REFERENCES 211
INDEX 239
n LIST OF FIGURES

7.1 EC and Management Education Combining Forces for Better

Leadership Practice 149
8.1 A Contextual Mapping of the EC Intervention 154
n LIST OF TABLES

1.1 A Timeline: The Emergence of the Coaching Industry—Factors

and Key Events 11
1.2 The Many Definitions of Executive Coaching Provided in the
Literature 13
4.1 Condensed Summary of Executive Coaching Outcome Studies
(up to December 2012) 87
4.2 Characteristics of Executive Coaching Outcome Studies (as
of December 2012) 94
4.3 A List of Intangible Outcomes of EC Interventions 103
8.1 Sample of EC Effectiveness Models from the Literature 152
n ABBREVIATIONS

AFT action frame theory

CBC cognitive-behavioural coaching
CBT cognitive-behavioural therapy
CEST cognitive-experiential self theory
EC executive coaching
EI emotional intelligence
EMCC European Mentoring and Coaching Council
EMDR eye movement desensitization reprocessing
ESM experience sampling method
FoR Frame of Reference
HR human resources
ICF International Coach Federation
IES Institute for Employment Studies
I–O industrial–organizational
LD leadership development
LSI learning style inventory
MSCEIT Mayer–Salovey–Caruso emotional intelligence test
NLP neurolinguistic programming
ROI return on investment
REBT rational emotive behaviour therapy
RET rational-emotive therapy
SAMT sensory awareness mindfulness training
SDT self-determination theory
TA transactional analysis
TPP Three principles psychology
Introduction

How many professional practices can claim that during their young history
as a profession—spanning just a quarter of a century—they have not only
managed to grow from strength to strength and become a global multibil-
lion dollar market but have also changed day-by-day the lives of millions
of business professionals who have received such services? According to a
2009 Global Coaching Survey (cited by Segers et al., 2011: 204), executive
coaching (EC) has so far reached the maturity phase of its product life
cycle as an industry in only two of the 162 countries surveyed, and in 83
countries it is still in the introduction or growth phase. What ten years ago
was seen as an emergency measure to address toxic behaviour in leader-
ship has now become a privileged service provided to the high-potentials
to help them further develop their capabilities and successfully ascend
the organizational hierarchy (see the Harvard Business Review survey of
140 leading coaches; Coutu and Kauffman, 2009: 92). Executive coach-
ing has also permeated the traditional management education boundaries
with an increasing number of business schools globally incorporating EC
practices into their postgraduate and executive education programmes.
A recent survey of executives and business school deans (Datar et al.,
2010) identified a clear need for business schools to do more on leadership
development, including the incorporation of individual coaching into
their curricula.
At the same time, the EC field remains a ‘developing field’ (Ennis et al.,
2008a: 19) striving to keep up with these rapid developments. This is
reflected in the status of the empirical research on EC outcomes, which
is one of the youngest streams of empirical research within the broader
leadership development field. In fact EC empirical work is so young that
in their review of the literature up to 2000 Kampa-Kokesch and Anderson
(2001: 206) identified only seven empirical studies that explore the efficacy
of executive coaching (Foster and Lendl, 1996; Olivero et al., 1997; Judge
and Cowell, 1997; Gegner, 1997; Hall et al., 1999; Laske,1999a; and Garman
et al., 2000). Essentially, most of the empirical research on EC has been
produced since then, but how much of that provides rigorous, scientific
evidence of the outcomes of EC practice? This is the question we examine
in this book.
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