The effectiveness of workplace coaching: A meta‐analysis of learning and performance outcomes from coaching

By Rebecca J. Jones, Stephen A. Woods, Yves R. F. Guillaume. 2016

549 citations recorded by the source corpus.

Subfields: Applied Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/c13e8bae7227c1ea0a7323aefab8ea87d4500b49

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Citations in the corpus

Challenges for the Theory and Practice of Business Coaching (2016, background): “…perceptions of the quality of the coach–coachee relationship than for other sorts of goals or outcomes and stronger effects for student samples than for executive and other non-academic samples (Sonesh et al., 2015) and lower effect sizes for multi-source feedback measures (R. Jones et al., 2015).”
#Trending topics in careers: a review and future research agenda (2017, background): “First, Jones et al. (2016) argued that many published studies on coaching do not provide a detailed account of the coaching interventions that are the subject of study.”
Understanding the factors that determine workplace coaching effectiveness: a systematic literature review (2018, methodology): “As detailed above, it has previously been argued (e.g., Dahling et al., 2016; Feldman & Lankau, 2005; Jones et al., 2016) that the coaching relationship is distinct from formalized organizational performance management relationships (e.g., supervisor-subordinate).”
The third ‘generation’ of workplace coaching: creating a culture of quality conversations (2017, background): “Contemporary evidence-based SFCB coaching has developed well-validated and robust methodologies that can create significant individual and personal change (Jones et al., 2016).”
Defining Self-Awareness in the Context of Adult Development: A Systematic Literature Review (2021, methodology): “Databases were chosen to provide a comprehensive review of the field, adopting an approach in line with similar research (Bozer & Jones, 2018; Jones et al., 2016).”
The relationship between working alliance and client outcomes in coaching: A meta-analysis (2020, methodology): “This aligns well with both the coaching and training literature, which have found varying effect sizes for different levels (Alliger and Janak, 1989; Jones et al., 2015).”