The document discusses executive and entrepreneurial coaching effectiveness. It notes that while coaching has become popular, there is little empirical research measuring its effectiveness. The author aims to develop a model to better quantify coaching outcomes and calibrate perspectives between coaches and coachees. Further research is needed to understand factors like the coaching relationship and interpersonal fit that influence outcomes. The author has extensive coaching experience and believes their research could significantly advance understanding of what makes coaching effective.

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EXECUTIVE AND ENTREPRENEURIAL COACHING EFFECTIVENESS, by Rick Chisholm 2014, Abstract Summary
Over the past twenty years there has been a huge expansion in the use of executive coaching as an executive development
technique. The increasing prominence of executive coaching has been attributed to the emergence of new organisational
cultures and other subtle competencies needed by executives. The widespread popularity of coaching has been based
largely on positive anecdotal feedback regarding its effectiveness, predominantly as reported by commercial coaching
providers. The small body of empirical research has been growing but conclusive outcomes are rare. (Hill, 2010)
Many companies make substantial investments in a variety of development programs for executives in particular coaching
(R Fulmer, Gibbs, & Goldsmith, 2000). These coaching programs are seen as a source of competitive advantage for the
organisation. Coaching aims to help executives improve their own performance and consequently the performance of the
overall organisation (Kampa-Kokesch & Anderson, 2001). While there have been many articles written about what coaching
is, and how to coach, little critical empirical research has been published (Lowman, 2005; Sherman & Freas, 2004) about
how effective or beneficial the coaching process is to the individual or the organisation they work for (Sue-Chan & Latham,
2004), or into the processes involved in coaching. A few authors have conducted empirical studies but the majority are still
mainly marketing claims coming from the coaching industry itself (Grant & Zackon, 2004) leaving the practice of coaching as
“unregulated, poorly defined” (Brotman, Liberi, & Wasylyshyn, 1998, p. 41).
Coaching and Mentoring are generalised terms and quite often misunderstood by owners of organisations, businesses and
executives. In particular, there appears to be poor empirical data that is able to measure coaching effectiveness including
metrics such as ROI to Coaches and Coachees. This is a complex issue and the need for a coherent approach from initial
design intervention through to outputs is needed (Fillery-Travis & Lane, 2006). The effectiveness of the coaching from the
coachee perspective may be very different to the perceived delivery goals achieved by the coach. There is no standard
calibration between the two measurements both of which are arguably anecdotal in any case.
Research, design and ultimately quantitative processes are needed to quantify coaching effectiveness. Further research
could investigate criteria for evaluation of coaching effectiveness – what significance should be given to participant positive
reports, to achievement of agreed objectives, and to ROI? (De Meuse, et al., 2009).
Further research is needed to include a more in-depth look at how different industries perceive the effectiveness of coaching.
Is a coach’s industry experience a factor that is looked upon more favourably rather than a coach who has no industry
experience? Is it better to provide networking opportunities for coachees through coaching workshops rather than through
the typical one-on-one technique of coaching?
There is a continual debate as to the academic requirements of coach training and its content. Specifically, should coaches
hold a degree in psychology? Opinions vary from absolutely! (Berglas, 2002) to the realisation that our clients probably want
a mixture of all; graduate training in psychology; experience in, or understanding of, business; established reputation as a
coach; listening skills; and professionalism as expressed by intelligence, integrity, confidentiality and objectivity (Wasylyshyn,
2003) through to specific industry experience.
Joo (2005, p. 483) notes that “research on the antecedents, process, and outcomes of executive coaching would enhance
the theoretical understanding of executive development, feedback processes, and behaviour change”. In order for this to
happen there needs to be criteria developed for assessing and evaluating coaching effectiveness. (2010, Claire). There
needs to be more related and longitudinal studies into coaching effectiveness. Also, important variables that may be missing
in the coaching model can be added and refined as the research into coaching grows.
The writer has personal experience in the coaching field and has himself been in business for over 30 years having directly
employed over one thousand people in a variety of different fields across many industries including manufacturing, retail,
franchising, wholesale, importing, distribution, hospitality, entertainment, service, across all different types of departments
and the minutiae that would go with such history. The writer also operates a number of businesses under management
and personally coaches executives within them. Additionally, the writer mentors and coaches a number of key clients
related to his businesses and has done the same for over twenty-five years. Further, the writer has affiliated himself with
other coaches, coaching organisations, executives, authors and himself operates a coaching and consulting business with
mixed success in respect of ‘outcomes’ with clients. The writer triangulates DISC analysis with the client’s strengths and
weaknesses contrasted with relevant experience and academic backgrounds.
The writer has access to a great deal of coaching material from some of the largest coaching firms in the industry. The
writer is equally suspicious of the overwhelming ‘positive’ results reported by the industry itself, and, has observed
relationships between the effectiveness of coaching on business owners and executives against psychometric, personality
footprints and DISC Profiling.

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A proposal is to develop a model that will make a significant contribution to the coaching practice: it will require high-level
practical action, potentially resulting in significant change or development in the community of practice. The outcome of this
research may have far reaching implications for the industry on a whole.
The research project is to gain an understanding of underlying reasons why the relatively unknown results of coaching are
what they are, and, put forward a model that allows for subsequent results to be calibrated in contrast between coachees
and coaches and to provide insights into A. the setting of the problem and B. generating hypotheses for later quantitative
research to uncover prevalent trends in thought and opinion related to the research matter.
The writer proposes to not carry out this project as an academic study, but reflect the application of thinking that is at least
the equivalent level to that required for a PhD that focuses on innovation and enterprise to generate new knowledge in the
context of application that has commercial potential.
For coaching to be deemed to be effective it ought to be in some way therefore measurable. Individuals should be coached
in line with who they are, not limited to a clients qualifications or experience including successes nor the coaches limitations
or ‘systems’. Similarly Coachees should be empowered from the onset of the coaching process to provide measurable goals
and objectives, which may or may not include ROI or may not relate to the organisation and its objectives.
Preliminary assessment and feedback is implemented as a standard procedure in many coaching organisations, often at
considerable cost to the client; others build the cost into exorbitant rates after the ‘discovery consultation’ results in a ‘sale’
context to push ahead with a program. The job of finding clients is in itself a dubious business by many coaching practices
according to the writer. The predominant value of the initial assessment and feedback process ought to be a platform for the
coach to launch a process of creative discovery.
The research is also to identify coaching processes that result in negative outcomes. Much could be learned from an
exploration of executive coaching with clients who were disappointed about their coaching experience due to the coach
themselves, the shortcomings in the process, or perceived negative outcomes.
The coaching relationship as the most significant factor contributing to coaching effectiveness invites further investigation
from a variety of perspectives. Existing empirical studies have not articulated how trust is developed in the coaching
relationship. An extensive body of research has established the efficacy of building trust in therapeutic
relationships (Bluckert, 2005a; Peltier, 2001) however, this needs to be tested empirically in coaching applications. Further
study is required into the value of training coaches in reflexivity or psychological - mindedness to develop greater
competence in building trusting coaching relationships (Armstrong, et al., 2007; Bluckert, 2005b; Mackenzie, 2007).
An aspect of particular interest regarding the coaching relationship is the interpersonal fit between the executive and the
coach. At present little is known about the characteristics that should be taken into account in pairing a coach and an
executive and what impact this has on the outcome of the coaching engagement (Baron & Morin, 2009a; Joo, 2005). Further
study is needed to determine whether the pairing of the coach and executive is an issue that significantly influences
outcomes, or whether this is rendered insignificant by a highly skilled coach working with an actively engaged executive.
Hill’s study (2010) identified and defined factors that contribute to coaching effectiveness and recommended an evaluation
tool be developed based on these factors including but not limited to the above arguments. A quantitative study based on
such instrument could gather the responses of a large sample of coaches and executives from a variety of contexts to
provide further detail on the significance and interdependence of these factors. Further investigation could seek to define
more consistently relevant dimensions, appropriate scaling, and ideas for addressing rater bias issues (De Meuse, et al.,
2009).
Coaching is spreading from its initial growth area of business to new areas (A Fillery-Travis - 2011). The writer has been
developing coaching in some of these frontier areas, with the aspiration of impacting on wider social results. These diverse
areas include the area of self worth intertwined with martial arts coaching to which the writer holds further qualifications and
as a sports coach, where the work is aiming to improve confidence and thus reduce likelihood of bullying particularly among
the 12-18 year olds and separately in pupil educational performance, where coaching has been used to improve
performance and motivation. These are exciting areas, and witness the potential of coaching as a force for social good.
Given that it is now recognised that the most consistently identified factor seen as contributing to the success of a coaching
engagement is the quality of the relationship between the coach and client (De Haan, 2008a & 2008b) in agreement with
studies from related fields such as psychotherapy where the ‘Common factors such as empathy, warmth, and the
therapeutic relationship have been shown to correlate more highly with client outcome than specialized treatment
interventions.’ (Lambert & Barley, 2001) working with others in intimate relationships, such as coaching, places tremendous
ethical and knowledge obligations on coaches. Lowman (2005) argues "that without a scientific foundation, executive

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coaching runs the risk of becoming as extinct as the dodo" … Lowman argues that grounding coaching in empirical research
is required for the continued development of coaching"
Consistently positive and successful coaching outcomes could have enormous socio-economic advantages. An aim of this
research is to establish the broader tenets of key ingredients critical to effective coaching and measurable processes as to
its efficacy.
I possess the relevant academic and industrial experience to undertake the proposed research including:
1988: Bachelor Engineering, Hons (UTS)
1991-1993: Dip Law, Sydney University (not complete)
2006: Diploma of Business
2012: NLP Practitioner Certification
2013: Graduate Diploma Business Administration, (Approved) Royal Brisbane Inst Tech.
1982-1986: Cadet Mechanical Engineer Cocaktaoo Dockyard
1982-1987: Proprietor, Chisholm Coaching College
1983: MD, A-Ball Entertainment
1985: Author, Career DJ
1986: CEO, Australian DJ School
1987: CEO, Effective Presentations
1991: MD, AE Australia
1991-present: Managing Director: Leading Source Wholesale
1994: MD, Nightsounds
1995 – present: Managing Director: Lightsounds
1997: Author, white papers: Theory of Alignment, Dangers of Discounting, National Licensing Systems, Magic Moments,
Employing Staff, Adding Profit Centres et al.
2008: Art of Coaching Certified, Master Coaching
2009: Managing Director: Australian Education Alliance
2009: Founder: Chisholm Consulting
2009: MD, Master Coaching International
2005: Author, presenter, trainer, Art Of Selling
2012: Author, Presenter, trainer, Kick Ass Secrets
2012: Managing Director: Entertainment Lighting and Sound Technologies
2012: 10X Business Coaching Accredited
2014: CEO Macquarie Business Consulting
A curriculum vitae is attached.
My attributes for undertaking the proposed research for the Professional Doctorate include a working knowledge of hands
on Coaching and Mentoring having started up, operated first hand with students in fields as varied in academia, engineering,
martial arts, entertainment and business. As Director of LSW I have traveled the world extensively and studied company
organisations throughout Australia, China, The United States and Europe. I have presented and written on topics as diverse
as Employing Staff, Sales, Franchising, Improving staff morale, Business Analytics and Marketing.
I have presented to the 'unemployed'. After my first presentation in 2001 I was invited to continue presenting my ideas
throughout Australia through Mission and respectfully declined.
I believe my experience in the field equips me to undertake the proposed research. I have experience in Thesis presentation
and research and in 1986 presented what was described then as equivalent to a Masters by Thesis, “Wear Resistant
Coatings for Machining Applications” approx. 300 pages. This thesis was reported by the head of the school and presiding
authority for the submission to be equivalent to Masters level and I was requested to submit same at my option 12 months
subsequent to graduation with a repeat on different materials, which I never followed through due to heavy business
commitments.

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I have a particular interest in the field of Coaching and its effectiveness. I have been a coach on many levels in different
areas. I am an active executive coach. I believe that my contribution to the subject will be substantial and have direct
international application, and, potentially revolutionise executive and Entrepreneurial coaching.
References:
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Blackman, Anna Claire (2007) The effectiveness of business coaching: an empirical analysis of the factors that contribute to
successful outcomes.
Bluckert, P. (2005a). Critical factors in executive coaching - the coaching relationship. Industrial & Commercial Training,
37 (6/7), 336-340.
Bluckert, P. (2005b). The foundations of a psychological approach to executive coaching. [Article]. Industrial & Commercial
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Brotman, L., Liberi, W., & Wasylyshyn, K. (1998). Executive coaching: The need for standards of competence. Consulting
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