Analysis of executive coaching effectivenessa study from the coachee perspective

  1. Eneka Albizu Gallastegi
  2. Izaskun Rekalde Abasolo
  3. Jon Landeta Rodríguez
  4. Pilar Fernández Ferrín
Management Letters / Cuadernos de Gestión

ISSN: 1131-6837

Year of publication: 2019

Volume: 19

Issue: 2

Pages: 33-52

Type: Article

DOI: 10.5295/CDG.170876EA DIALNET GOOGLE SCHOLAR lock_openOpen access editor

More publications in: Management Letters / Cuadernos de Gestión


Executive coaching has become one of the principal leadership development strategies of our time. However, this is a field of HRD that has been discussed far more often in professional than academic literature and further research is required. This work analyses the relation existing between the main explanatory factors of executive coaching effectiveness and the different types of results that can be achieved. This study also provides an empirical test of the effectiveness of executive coaching using the first three levels of Kirkpatrick’s evaluation model (1975). Responses from 176 executives are analyzed, assessing their perceptions of their latest experience of executive coaching. Structural modelling is used to match factors affecting the success of executive coaching to its results. The resulting model highlights the influence exercised by the coach, and to a lesser extent the coachee and the process, on coachee satisfaction. It also shows how the coach influences the coachee’s learning. The results also suggest that there is a positive relationship between satisfaction, learning and behavioral change, as Kirkpatrick suggests. The development of a final focus group, in which human resources managers, coachees and coaches took part, contributed to improvements in the discussion and interpretation of the results. In the light of these results, the implications for the professional and academic area are considered.

Funding information

The authors received financial support for the research from the University of the Basque Country, University-Society grant (Ref.: US12/07), FESIDE foundation (Research grant, 2015) and the European Coaching School.

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