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Consulting Psychology Journal: Practice and Research - Vol 69, Iss 3

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Consulting Psychology Journal: Practice and Research Consulting Psychology Journal: Practice and Research is published by the Educational Publishing Foundation in collaboration with the Division of Consulting Psychology of the American Psychological Association (Division 13). The mission of this journal is to facilitate the exchange of knowledge and ideas regarding the field of consultation to the community of psychologists and others interested in consultation.
Copyright 2017 American Psychological Association
  • Facilitating successful behavior change: Beyond goal setting to goal flourishing.
    Most successful coaching engagements encourage clients to start, increase, decrease, modify, or stop behaviors that contribute to their effectiveness and performance on the job (Fogg, n.d.). Successfully sustaining new or altered behaviors over time until they become a habit is even more difficult (Nowack, 2009). Goal intentions (e.g., “I want to be a more participative and involvement-oriented leader”) have been found in a recent meta-analysis to be a weak predictor of acquiring new habits and account for approximately 28% of the variance in successful behavior-change efforts (Gollwitzer & Sheeran, 2006). Translating insight in coaching engagements to deliberate, varied, and ongoing practice has been shown to be associated with long-term successful behavior change (Nowack & Mashihi, 2012). This paper reviews current issues and best practices in goal intentions, goal striving, and goal flourishing to maximize coaching success with clients. (PsycINFO Database Record (c) 2017 APA, all rights reserved)
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  • Executive coaching: New framework for evaluation.
    Evaluation research has struggled to keep up with the popularity of coaching, as measures of its effectiveness are challenging to standardize, particularly when coaching executives. Similar to interpersonally based interventions in other fields such as counseling and psychotherapy, coaching takes the form of a fluid, humanistic process, whereas coaching-evaluation standards strive to be consistent with a standardized, scientifically based method. This study describes our experience in facing these program-evaluation challenges while conducting a randomized, quasi-experimental investigation to explore effects of a developmental coaching intervention provided to senior leaders from different organizations within 1 large integrated health-care system. In the context of these challenges, we propose a conceptually new framework to the field of coaching research based on the assimilation model, an empirically grounded theory that originates within psychotherapy research and describes how people overcome issues they find problematic or challenging, whether in clinical or in broader development and growth contexts. We discuss how this framework—with its associated tool: the Assimilation of Problematic Experiences Scale (APES)—offers working solutions to the common and vexing problems faced by research into executive-coaching outcomes, and how it can specifically inform evaluation-planning strategy within studies of coaching effectiveness. (PsycINFO Database Record (c) 2017 APA, all rights reserved)
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  • The role of coaching for relationship satisfaction, self-reflection, and self-esteem: Coachees’ self-presentation ability as a moderator.
    Although theoretical and applied work has emphasized the critical role of coachee personality in the coaching process, little empirical research has identified specific personality traits as moderating variables. Drawing from social-psychological theories, we examined coachees’ ability to modify self-presentation, a major facet of the self-monitoring construct, as a moderator of the relationships between executive coaching and coachees’ satisfaction with the coaching relationship, career-related self-reflection, and self-esteem. Using a sample of managerial coachees who were either unemployed or at risk of becoming unemployed and who participated in a series of executive-coaching sessions, we found support for most of our hypotheses. Overall coaching as well as specific coaching factors were significantly and positively associated with relationship satisfaction and self-reflection. Overall coaching and transformative-learning dimensions of coaching (goal development and past reappraisal) related more strongly and positively to self-reflection among coachees high in self-presentation ability, whereas overall coaching and psychosocial dimensions of coaching (confidence enhancement and relationship building) related more strongly and positively to relationship satisfaction among coachees low in self-presentation ability. Therefore, our theoretical considerations and empirical results suggest that coachees differing in self-presentation ability respond differently to coaching in general and to specific coach behaviors in particular. (PsycINFO Database Record (c) 2017 APA, all rights reserved)
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  • Coping resources as mediators of multidimensional perfectionism and burnout.
    This study examined the relationship between 2 dimensions of perfectionism (perfectionistic strivings and perfectionistic concerns) and burnout and the role that coping resources may play in mediating the relationship between these variables. Participants for this study included 235 employees from a large consulting firm in the Netherlands. The hypothesis that perfectionistic strivings would be negatively related to burnout was supported. This finding suggests that perfectionistic strivings may shield an individual from certain forms of psychological distress and be accompanied by lower burnout. The hypothesis that perfectionistic concerns would be positively related to burnout was also supported. This finding suggests that perfectionistic concerns are related to negative psychological and work consequences that may contribute to higher levels of burnout. Also as hypothesized, coping resources (cognitive restructuring and functional beliefs) mediated the relationships between both dimensions of perfectionism and burnout. (PsycINFO Database Record (c) 2017 APA, all rights reserved)
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  • Employee resilience: Directions for resilience development.
    Resilience in organizations denotes system agility and robustness, essential to survival and thriving in increasingly challenging contexts. Contemporary scholarship has acknowledged the relationship between employee resilience and organizational resilience. Yet interventions aimed at developing employee resilience tend to use stress and well-being as proxy resilience indicators, focusing primarily on individual rehabilitation or the development of personal resources. We argue that these interventions should also consider the development of organizational resources that ensure both the inherent and adaptive resilience of employees. This article introduces employee resilience as behavioral capability, signaled by adaptive, learning, and network-leveraging behaviors, and it discusses ways in which supportive organizational contexts enable the development and enactment of these behaviors. The article proposes a series of resilience-building initiatives, embedded in everyday practice, and elucidates how leading and organizing for the development of employee resilience contributes to improved well-being and performance. (PsycINFO Database Record (c) 2017 APA, all rights reserved)
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