ABSTRACT Little empirical attention has been directed towards learning as an aspect of the coaching process. Given its deeply reflective nature, it seems likely that learning is not always immediately secured psychologically by clients or successfully translated into behaviour. However, delayed effects have yet to be explicitly studied in coaching outcome research. To examine this, a pilot study was conducted to investigate the prevalence and progression of such effects following participation in a 10-week leadership coaching programme. Semi-structured interviews were conducted with 15 leaders to obtain personal narratives of their coaching experience and narrative enquiry applied to analyse the underlying phenomena. The data confirmed that coaching was immediately beneficial in a variety of ways (e.g. improved communication style), whilst also indicating that some client learning required a period of incubation, or a triggering event(s), before it became manifested in behaviour. Whilst delayed effects were not reported by all participants, initial evidence now exists to show that coachees can require time to clarify, consolidate and enact personal learning facilitated during coaching. In interpreting these results, theories of transformational learning are discussed, along with a modelling of factors that might influence the emergence of delayed effects. Recommendations for future research are also provided.

中文翻译：

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探索领导力培训的延迟影响：一项试点研究

摘要作为指导过程的一个方面，很少有经验上的注意力集中在学习上。鉴于其深刻的反省性，似乎并非总是能立即在客户的心理上保证学习或成功地将其转化为行为。但是，延迟效果尚未在教练结果研究中明确研究。为了检验这一点，进行了一项为期10周的领导力培训计划后进行的初步研究，以调查这种影响的发生率和进展。对15位领导者进行了半结构化访谈，以获取有关其教练经历的个人叙述，并采用叙述性探究来分析潜在现象。数据证实，辅导可以通过多种方式立即受益（例如，改进的沟通方式），同时还表明，某些客户学习需要一定的潜伏期或触发事件才能体现出来。尽管并非所有参与者都报告了延迟效应，但现在已有初步证据表明，受训者可能需要时间来澄清，巩固和实施在受训过程中促进的个人学习。在解释这些结果时，将讨论转换学习的理论，以及可能影响延迟效应出现的因素模型。还提供了用于未来研究的建议。现在已有初步证据表明，受训人员可能需要时间来澄清，巩固和制定在受训期间所促进的个人学习。在解释这些结果时，讨论了转换学习的理论，以及可能影响延迟效应出现的因素模型。还提供了用于未来研究的建议。现在已有初步证据表明，受训人员可能需要时间来澄清，巩固和制定在受训期间所促进的个人学习。在解释这些结果时，讨论了转换学习的理论，以及可能影响延迟效应出现的因素模型。还提供了用于未来研究的建议。