Empirical support for the InsideTrack coaching model: findings from an integrative review of the literature

Purpose This paper uses the InsideTrack Coaching Certification program as a case illustration to show how high-quality training programs can use empirical literature to create a theory of change linking coaches’ competencies to long-term benefits for learners, including improved self-efficacy, sense of belonging, autonomy and growth mindset for educational and career advancements. By examining the positive effects of academic and workplace coaching in scholarly literature, this review proposes that effective coaching, which directly impacts learners’ outcomes, requires the development of coaches’ competencies. Design/methodology/approach Using a literature review, this paper explores academic and workplace coaching interventions that identify positive competency-based and developmental outcomes for coaches and learners. Findings Following an integrative review of the coaching literature, the findings of this study suggest the InsideTrack coaching certification program and its theory of change model align with empirical evidence of positive coaching outcomes. Practical implications The positive effects of academic and workplace coaching on coaches and learners are compelling. This review integrates this evidence with InsideTrack coaching methodology to propose a coach training model that could improve coaches’ competencies and learners’ outcomes. Originality/value While meta-analyses and empirical studies demonstrate the positive effects of coaching, there is limited scholarly attention linking coaches’ expertise to positive outcomes for learners through an integrated theory of change model. This review demonstrates how the InsideTrack theory of change model for coach and learner outcomes is supported by the literature.