Der Stand der Coachingforschung: Kernergebnisse der vorliegenden Metaanalysen

  • Silja Kotte
  • Denise Hinn
  • Katrin Oellerich
  • Heidi Möller
Hauptbeiträge

Zusammenfassung

Der vorliegende Beitrag gibt einen quantitativen Überblick über den Stand der Coachingforschung. Dazu wird zunächst ein Einblick in den Status quo der wissenschaftlichen Publikationslandschaft vermittelt. Anschließend werden die Ergebnisse der vier inzwischen zu Coaching vorliegenden Metaanalysen zusammengefasst. Dabei werden Ergebnisse zur Wirksamkeit von Coaching dargestellt. Hier wird genauer auf unterschiedliche Ergebnismaße und den Einfluss des Studiendesigns eingegangen. Sodann werden Ergebnisse zu Wirkfaktoren dargestellt, konkret zur Gestaltung des Coachingprozesses und -settings, zur Coach-Coachee-Beziehung sowie zu Merkmalen von Coach und Coachees. Der Beitrag endet mit einer Zusammenfassung und Einschätzung des Forschungsstandes.

Schlüsselwörter

Coachingforschung Metaanalyse Wirksamkeit Wirkfaktor 

The state of coaching research: Status quo and summary of extant meta-analyses

Abstract

The present article provides a quantitative overview of the state of coaching research. It first provides an insight into the status quo of the academic publishing landscape. Afterwards, results of the four meta-analyes that have been published on coaching research up to now are summarized. First, results on the efficacy of coaching or coaching outcomes are presented. Findings for different outcome measures as well as different study designs are reported. Next, results on predictors of coaching success are presented. They include specific features of the coaching process and setting, the coach-coachee-relationship as well as characteristics of coaches and coachees. The article closes with a summary and an assessment of the state of coaching research.

Keywords

Coaching research Meta-analysis Efficacy Outcome Predictors 

Literatur

  1. Arthur Jr, W., Bennett Jr, W., Edens, P. S., & Bell, S. T. (2003). Effectiveness of training in organizations: a meta-analysis of design and evaluation features. The Journal of Applied Psychology, 88(2), 234–245.CrossRefPubMedGoogle Scholar
  2. Carey, W., Philippon, D., & Cummings, C. (2011). Coaching models for leadership development: an integrative review. Journal of Leadership Studie, 5(1), 51–69.CrossRefGoogle Scholar
  3. Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2. Aufl.). Hillsdale: Lawrence Erlbaum.Google Scholar
  4. Collins, D. B., & Holton, E. F. (2004). The effectiveness of managerial leadership development programs. A meta-analysis of studies from 1982 to 2001. Human Resource Development Quarterly, 15(2), 217–248.CrossRefGoogle Scholar
  5. De Haan, E., & Duckworth, A. (2012). Signalling a new trend in executive coaching outcome research. International Coaching Psychology Review, 8(1), 6–19.Google Scholar
  6. De Janasz, S. C., & Godshalk, V. M. (2013). The role of e‑mentoring in Protégés’ learning and satisfaction. Group & Organization Management, 38, 743–774. doi:10.1177/1059601113511296.CrossRefGoogle Scholar
  7. De Meuse, K. P., Dai, G., & Lee, R. J. (2009). Evaluating the effectiveness of executive coaching: beyond ROI? Coaching, 2(2), 117–134.Google Scholar
  8. Ely, K., Boyce, L. A., Nelson, J. K., Zaccaro, S. J., Hernez-Broome, G., & Whyman, W. (2010). Evaluating leadership coaching: a review and intergrated framework. The Leadership Quarterly, 21, 585–599.CrossRefGoogle Scholar
  9. Feldman, D., & Lankau, M. (2005). Executive coaching: a review and agenda for future research. Journal of Management, 31(6), 829–848.CrossRefGoogle Scholar
  10. Grant, A. M. (2013). The efficacy of coaching. In J. Passmore, D. B. Peterson, & T. Freire (Hrsg.), The Wiley-Blackwell handbook of the psychology of coaching and Mentoring (S. 15–39). Hoboken: Wiley-Blackwell.Google Scholar
  11. Grant, A. M., Passmore, J., Cavanagh, M. J., & Parker, H. (2010). The state of play in coaching today: a comprehensive review of the field. International Review of Industrial and Organizational Psychology, 25, 125–167. doi:10.1002/9780470661628.Google Scholar
  12. Greif, S. (2008). Coaching und ergebnisorientierte Selbstreflexion. Göttingen: Hogrefe.Google Scholar
  13. Greif, S. (2013). Conducting organizational-based evaluations and Mentoring programs. In J. Passmore, D. B. Peterson, & T. Freire (Hrsg.), The Wiley-Blackwell handbook of the psychology of coaching and mentoring (S. 445–470). Hoboken: Wiley-Blackwell.Google Scholar
  14. Jones, R. J., Woods, S. A., & Guillaume, Y. R. F. (2015). The effectiveness of workplace coaching: a meta-analysis of learning and performance outcomes from coaching. Journal of Occupational and Organizational Psychology. doi:10.1111/joop.12119.Google Scholar
  15. Joo, B. (2005). Executive coaching: a conceptual framework from an integrative review of practice and research. Human Resource Development Review, 4(4), 462–488.CrossRefGoogle Scholar
  16. Kampa-Kokesch, S., & Anderson, M. Z. (2001). Executive coaching: a comprehensive review of the literature. Consulting Psychology Journal: Practice and Research, 53(4), 205–228.CrossRefGoogle Scholar
  17. Kirkpatrick, D. L. (1967). Evaluation of training. In R. L. Craig (Hrsg.), Training and development handbook. A guide to human resources development (S. 18.10–18.27). New York, NY: McGraw-Hill.Google Scholar
  18. Kluger, A. N., & DeNisi, A. (1996). The effects of feedback interventions on performance. A historical review, a meta-analysis, and a preliminary feedback intervention theory. Psychological Bulletin, 119(2), 254–284.CrossRefGoogle Scholar
  19. Kotte, S., Oellerich, K., Hinn, D., & Möller, H. (2015). Das ambivalente Verhältnis von Coachingforschung und -praxis: Dezentes Ignorieren, kritisches Beäugen oder kooperatives Miteinander? In A. Schreyögg, & C. Schmidt-Lellek (Hrsg.), Die Professionalisierung von Coaching. Ein Lesebuch für den Coach (S. 23–45). Wiesbaden: Springer.CrossRefGoogle Scholar
  20. Kotte, S., & Künzel, E. (2014). Nutzung von im Unternehmen durchgeführter Diagnostik für das Coaching. In H. Möller, & S. Kotte (Hrsg.), Diagnostik im Coaching. Grundlagen, Analyseebenen, Praxisbeispiele (S. 199–232). Heidelberg: Springer.CrossRefGoogle Scholar
  21. Kraiger, K., Ford, J. K., & Salas, E. (1993). Application of cognitive, skill-based, and affective theories of learning outcomes to new methods of training evaluation. The Journal of Applied Psychology, 78, 311–328.CrossRefGoogle Scholar
  22. Künzli, H. (2009). Wirksamkeitsforschung im Führungskräfte-Coaching. Organisationsberatung, Supervision, Coaching, 16(1), 1–15.CrossRefGoogle Scholar
  23. Kyrgidou, L. P., & Petridou, E. (2013). Developing women entrepreneurs’ knowledge, skills and attitudes through e‑mentoring support. Journal of Small Business and Enterprise Development, 20, 548–566. doi:10.1108/JSBED-04-2013-0061.CrossRefGoogle Scholar
  24. Leichsenring, F. (2004). Randomized controlled versus naturalistic studies: a new research agenda. Bulletin of the Menninger Clinic, 68(2), 137–151.CrossRefPubMedGoogle Scholar
  25. MacKie, D. (2007). Evaluating the effectiveness of executive coaching: Where are we now and where do we need to be? Australian Psychologist, 42(7), 310–318. doi:10.1080/ 0005006070164821.CrossRefGoogle Scholar
  26. Möller, H., & Kotte, S. (2011). Die Zukunft der Coachingforschung. Organisationsberatung Supervision Coaching, 18(4), 445–456.CrossRefGoogle Scholar
  27. Passmore, J., & Fillery-Travis, A. (2011). A critical review of executive coaching research: a decade of progress and what’s to come. Coaching, 4(2), 70–88.Google Scholar
  28. Powell, K. S., & Yalcin, S. (2010). Managerial training effectiveness: a meta-analysis 1952–2002. Personnel Review, 39, 227–241. doi:10.1108/00483481011017435.CrossRefGoogle Scholar
  29. Schermuly, C. C., Schermuly-Haupt, M.-L., Schölmerich, F., & Rauterberg, H. (2014). Zu Risiken und Nebenwirkungen lesen Sie … Negative Effekte von Coaching. Zeitschrift Für Arbeits- Organisationspsychologie, 58(1), 17–33.CrossRefGoogle Scholar
  30. Smither, J. W., London, M., & Reilly, R. R. (2005). Does performance improve following multisource feedback? A theoretical model, meta-analysis, and a review of empirical findings. Personnel Psychology, 54, 33–66. doi:10.1111/j.1744-6570.2005.514_1.x.CrossRefGoogle Scholar
  31. Sonesh, S. C., Coultas, C. W., Lacerenza, C. N., Marlow, S. L., Benishek, L. E., & Salas, E. (2015). The poer of coaching: a meta-analytic investigation. Coaching, 8(2), 73–95.Google Scholar
  32. Taylor, P. J., Russ-Eft, D. F., & Taylor, H. (2009). Transfer of management training from alternative perspectives. The Journal of Applied Psychology, 94(1), 104–121.CrossRefPubMedGoogle Scholar
  33. Theeboom, T., Beersma, B., & van Vianen, A. E. M. (2014). Does coaching work? A meta-analysis on the effects of coaching on individual level outcomes in an organizational context. The Journal of positive Psychology, 9(1), 1–18.CrossRefGoogle Scholar

Copyright information

© Springer Fachmedien Wiesbaden 2016

Authors and Affiliations

  • Silja Kotte
    • 1
  • Denise Hinn
    • 1
  • Katrin Oellerich
    • 1
  • Heidi Möller
    • 1
  1. 1.Institut für PsychologieUniversität KasselKasselDeutschland

Personalised recommendations