Goleman, Boyatzis and McKee(2001)提出了工作场所辅导的一个新维度，即领导者或教练的情商对学生或接受者的表现有影响。这种情商有能力在教练和接受者之间建立一种健康的关系，并最终有助于个人和组织整体业绩的增长。虽然Goleman(2000)提到，当接受培训的员工意识到自己的弱点，并且不抗拒培训时，培训风格是最适合的。这样的环境有利于员工的发展，而不是完成每天的任务，因为培训是永久性的，当员工学习并应用所学知识时，可以产生一致的结果。这显示了HRD将工作场所缓存作为提高组织绩效的积极干预的好处。
Russ-Eft (2002) stresses the idea of having a suitable workplace environment which impacts the workplace learning, coaching and training along with the transfer of the knowledge assets. The workplace environment of course is the major contributor in the thriving, persistence, and growth of a coaching environment. This indicates that though coaching is beneficial, it is dependent on other factors of the organisation. The workplace environment again depends on the HRD division and how they are able to manage the other assets and divisions so as to have a harmonious environment to have coaching thrive as a culture and not just a one-off event to fulfil managerial commitments on paper.
Goleman, Boyatzis and McKee (2001) gives a new dimension about workplace coaching and that is about the emotional intelligence the leader or the coach that has an impact on the students or the receiver’s performance. This emotional intelligence has the capability of developing ahealthy relationship between the coach and the receiver, and it ultimately contributes to the growth of the performance of the individual and the organisation as a whole. Although, Goleman (2000) mentions that coaching style is best fit when the employee receiving the coaching is aware of his weaknesses and is not resisting the coaching. Such a setting is beneficial in developing the employee more instead of completing day to day tasks, because coaching is permanent and can produce consistent results when the employee learns and applies what is learned. This shows the benefits of using workplace caching by the HRD as a positive intervention to enhance the organisational performance.
Palmer & Cavanagh (2007) have researched about the coaching activity and claim that coaches need to be psychologically knowledgeable and advanced in their thinking so as to evidence some kind of positive impact on the receivers of coaching, along with identifying accurate contents of the coaching activity. Coaching is beneficial in improving organisational performance as claimed, but it requires proper channelling and consistent upgrading from time to time to be equipped with an a broad outlook towards the subject of coaching.
Miller (2003) adds that action learning through a coach is a beneficial intervention by the HRD as it produces the results as expected and lifts the morale of the individual who has received the coaching and the coach. The benefits are to all but the learning style or the coaching style must be of an action learning where the coach teaches by acting the part and the individual learning by observing and then applying. Action learning may sometimes be very fast and some employees or individuals may not digest it and understand it in the first attempt, which leads to a re-start or loss of precious time and energy. These considerations must be made before the start of a coaching program.