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Forty things every manager should know about coaching
Journal of Management Development
Abstract
Asserts that coaching is the secret weapon of many successful organizations. Suggests that what is generally lacking in organizations is not the spirit of coaching but the delivery skills to carry through on good intent. Proposes 40 guidelines to coaching to aid this process.
... Idag anser den praktiska ansatsen att varken rådgivning, vägledning eller mentorskap tillhör coaching (Gjerde, 2003). En anledning till detta är att rådgivning handlar om känslomässigt tillstånd och mentorskap går ut på att överföra erfarenhet och kunskap medan coaching enbart handlar om att förbättra prestation (Burdett, 1998). Den vetenskapliga ansatsen ser dock både rådgivning och vägledning som värdefulla delar av coaching (Yukl, 2006). ...
... Frågorna får inte vara ledande. Feedback är också viktig men får inte innehålla råd (Burdett, 1998). I den vetenskapliga ansatsen anser flera teoretiker att 360-graders feedback är en naturlig början på en coachingprocess. ...
... Dessa människor kan vara kollegor, överordnade, underordnade etc. Den information som framkommer av denna feedback används som utgångspunkt för coachingen (Orenstein, 2006). Från företag och organisationers synpunkt handlar coaching mycket om att öka den enskildes prestation (Burdett, 1998). Kilburg (1996) beskriver coaching som en ledaregenskap att hjälpa underordnade att förändra sitt beteende för att förbättra produktivitet, bidra mer till företagets tillväxt och bli något av en "peak performer". ...
... More 'modern' leadership strategies and really great managers could be more difficult to detect. Even though some research studies indicates that for example Coaching Leadership takes leadership per se to 'the next level' (Burdett, 1998;Kemp, 2009;Lindvall, 2005Lindvall, , 2014. Rapp-Ricciardi et al. (2015, p. 13) goes as far as asking: "Can corporate enterprises afford not to adopt Coaching Leadership approaches?." ...
... An important bonus of Kemp's (2009) reasoning, is that the growing coaching body of knowledge, is useful for deepening the understanding of the Coaching Leadership model, both from a introspective-self-management and a co-creating-co-supportive perspective. Burdett (1998) did go as far as proposing that coaching is a more evolved model of leadership and Ladyshewsky (2009, p. 3) means that coaching "should be a managerial skill." For many managers this is a challenge as prestige and power of position needs to be put to the side (Lindvall, 2005(Lindvall, , 2014Ladyshewsky, 2009). ...
This review set out to search for clues to what leadership would be more efficient, and lay the grounds for evolved leadership behaviours, that have the potential to enhance organisational performances. The practice of a coaching approach to leadership has evolved in organisations during the last 30 years, but research on the topic has been sparse. A comparative analyses of mainstream versus critical and contemporary leadership research clearly identifies differences, between both the research orientations, as well as between the Transformational Leadership and Coaching Leadership models. And the outcomes of the differences in leadership practices on the organisational level.
Citation: Lindvall, P., Palmer, S., & Fillery-Travis, A. (2022). Boss v/s Coach: From conventional to post-conventional leadership. International Journal of Coaching Psychology, 3, 4, 1-18. https://ijcp.nationalwellbeingservice.com/volumes/volume-3-2022/volume-3-article-4/
... A recent development here is that one University in the Midlands is about to launch a Master's programme to provide formal training for coaches and mentors. Coaching, as a method of delivery of learning for managers draws a great deal, as might be expected, on analogies with sport (Burdett, 1998). Highly results-oriented, it is broadly defined as a cyclical three-stage process of managing expectations, monitoring performance and providing feedback. ...
... The second stage, "following the play" focuses on and develops the specific behaviours where the individual can "make the most difference". The third stage, giving feedback, is a process not only of passing on observations, but probing and questioning to build the individual's own understanding of what works and what doesn't work in a particular context, what needs to be improved, and how the individual can introduce further changes in behaviour in order to deal with perceived problems (Burdett, 1998). ...
... The list of definitions was supplemented by coaching definitions gathered by Hamlin et al. (2008) for their study into 'conceptualizations and definitions of coaching'. The definitions provided by Fournies (1987), Orth et al. (1987), Evered and Selman (1989), Popper and Lipshitz (1992), Mink et al. (1993), Hargrove (1995), Burdett (1998), Clutterbuck (1998), Hudson (1999), Redshaw (2000), Grant (2001Grant ( , 2006, Peterson (1996), Kampa-Kokesch and Anderson (2001), Parsloe (1995), Grant and Cavanagh (2004), Zeus and Skiffington (2000), Kilburg (2000), Peltier (2001), Orenstein (2002), McCauley and Hezlett (2001), Hall et al. (1999), Caplan (2003), Plunkett et al. (2004), Dingman (2006), Sanders (1996), Hill (1998), Storey (2003, Bacon and Spear (2003), Clegg et al. (2003), Taylor (2007) were taken for the analysis to get a broader view. ...
... The aim of coaching switched from performance problems (Fournies 1987) to developmental perspective (Cox et al. 2011). Coaching facilitates discovering opportunities (Orth et al. 1987;Hill 1998) and creating 'a culture of development' (Popper and Lipshitz 1992) to enhance performance and efficiency (Orth et al. 1987;Burdett 1998). Mink et al. (1993) understood coaching as the process in which established relationships between coach and clients ease learning. ...
The aim of this paper is to explore the scope of coaching in the context of organizational change considering peculiar issues associated with the use of coaching in Latvia and Lithuania.
This two-stage study seeks to answer the following research questions. How is coaching defined? What is the aim of coaching? Who are involved in coaching? What coaching outcomes are expected? During the first stage, the definitions of coaching are extracted from the literature and analyzed to identify the distinctive features of coaching. During the second stage, the experts are interviewed to explore the views of practitioners in coaching about a place of coaching in organizations. Literature review, content analysis and comparative analysis are used for the purposes of this study. Triangulation of research results is obtained through cross verification from two sources.
A total of 41 definitions of coaching were extracted from the literature and taken for analysis. Based on the established criteria for selection, nine experts participated in an interview.
As a result, content analysis and comparative analysis have revealed that coaching is defined as a regular, synergetic, learning and development, goal-oriented process. Facilitation is a primary aim of coaching. Coaching is more beneficial for people who provide decisions. Achieved results and personal growth is considered as the key expected coaching outcomes. Coaching provides greater goal clarity, better alignment with the roles in the organization. However, the possible threats and challenges, such as stereotype and misunderstanding, lack of systematic approach to coaching engagements as well as its alignment with organizational change needs, have also been detected. It is difficult to explain how effective coaching can be because coaching is not homogeneous and it is difficult to measure the results of coaching.
... Coaching Before introducing the concept of coaching, there is a need to distinguish between coaching and mentoring because the two are often confused (Burdett, 1998;D'Abate, Eddy, & Tannenbaum, 2003). Mentoring typically describes a relationship between an older, more experienced mentor and a younger, less experienced protégé for the purpose of helping and providing the protégé with psychological support and social resources in order to reach his or her career goals (Ragins & Kram, 2007). ...
... For example, Fournies (1987) defined coaching as a process for improving employees' job performance. Similarly, Evered and Selman (1989) and Burdett (1998) defined coaching as a process of empowering employees to exceed prior levels of job performance. Another viewpoint emphasizes coaching as a developmental intervention of facilitating learning to encourage individual growth and career development Ellinger, Watkins, & Bostrom, 1999). ...
Coaching as an effective leadership initiative in organizations has gained increasing attention from scholars. This study investigates the effects of coaching on employees’ in-role behaviors (IRBs) and proactive career behaviors (PCBs), while also exploring the mediating role of psychological empowerment. Data were collected from a sample of 324 employee–supervisor pairs from 11 service companies in Taiwan. The results show that coaching was positively related to both IRBs and PCBs. Moreover, psychological empowerment fully mediated the coaching–IRB relationship and partially mediated the coaching–PCB relationship. Implications for managerial practices and future research are derived from these findings.
... Leaders who integrate HIQs into their practices are more likely to engage in meaningful dialogue focused on improvement, understanding diverse perspectives, and increasing accountability. Consequently, many leaders adopt new behaviors through coaching and reflective questioning, leading to innovative ways of collaborating with their teams and adapting to changing workloads [11,12]. ...
As educational institutions navigate increasing complexities, the professional development of school administrators has emerged as a critical area of focus. This paper examines the complementary roles of coaching and mentoring in supporting school leaders, emphasizing their distinct yet synergistic contributions to administrative growth. While coaching offers a structured, goal-oriented approach to developing leadership competencies and instructional practices, mentoring fosters long-term personal and professional development through relational engagement and reflective dialogue. Drawing on recent research and qualitative data from new principals, the study underscores the impact of structured support systems on school improvement, leader confidence, and talent retention. Furthermore, it analyzes key skills for effective implementation, highlights the benefits and challenges of both models, and advocates for the creation of a supportive coaching culture within educational environments. The findings reinforce the need for intentional and sustainable coaching and mentoring programs to build adaptive, reflective, and resilient school leaders.
... In return, frontline service employees will reflect their consideration, acceptance, and concern for the needs and feelings of customers once they have received the same treatment from managers (Peccei & Rosenthal., 1997;Burdett, 1998;Elmadag et al., 2008;Ellinger et al., 2012;Ellinger et al., 2013). Therefore, their motivation to commit to service quality is influenced by the managerial efforts and the organization's support (Berry et al., 2002;Ellinger et al., 2013). ...
Tourism industry has been recognised as one of the important industries which contributed to the country’s economic growth. Thus, it has become essential to investigate the aspects which could strengthen the service provision in the hotel industry in Malaysia. The motive of this paper is to investigate the effects of managerial coaching (MC) on the willingness of frontline service employees to practise service-oriented citizenship behaviours (SOCB) using employees’ commitment to service quality (ECSQ) as mediator. A total of 398 questionnaires have been completed and were applied for data analysis. Partial Least Squares-Structural Equation Modelling (PLS-SEM) was employed to test the hypotheses. Results indicated MC and ECSQ significantly affect frontline service employees’ SOCB. Moreover, the results show that ECSQ has partially mediated the relationship between MC and SOCB.
... Koç, çalışanlara ortak çıkarlar doğrultusunda sorumluluk yükleyerek bireysel katkılarına ortam hazırlayan, sorunlarına çözüm üreten, araştırmalar ve çalışmalar üzerinde fikirler ortaya atan kişi olarak tanımlanabilir (Özbay, 2008: 6-7). Koçluk karşılıklı güvene dayalı bir iletişim ortamı oluşturarak, sürekli gözlem ve geri bildirim yoluyla performans hedeflerine odaklanmanın bir yolu (Graham, Wedman ve Garvin-Kester, 1994) ve köklü bir yönetim felsefesidir (Burdett, 1998). Koçluk, bireyin performansını artırmak için potansiyelinin önündeki engelleri kaldıran, kalıcı öğrenmeyi sağlayan (Karaman, 2018), geliştirme ve yönlendirmeye yönelik bütünleşik süreçlerden oluşan (Akın ve Ulukök, 2018) ve örgütlerin ya da bireylerin gereksinimlerine göre farklılıklar gösteren bir süreçtir. ...
Yeni girişimcilere en yakın aday kesim zanaatkâr ustalar elinde yetişen çırak ve kalfalardır. Çırak ve kalfalar yetişme sürecinde ustalarından birebir mentorluk ve koçluk hizmeti alırlar. KOSGEB tarafından girişimcilik kültürünün toplumda yerleşmesi ve koçluk ile mentorluk hizmetinin profesyonellerce verilmesine yönelik çeşitli destekler sağlanmaktadır. Mentor ve koçların çırak ve kalfaları bu destekler hakkında bilgilendirmeleri ve onları girişimciliğe özendirmeleri büyük önem arz etmektedir. Bu nicel araştırmada, koçluk ve mentorluğun çırak ve kalfaların girişimcilik eğilimlerine etkisinin belirlenmesi amaçlanmıştır. Yöntem: Çalışmada veri toplama aracı olarak anket tekniği kullanılmıştır. Kolayda erişim yöntemiyle 413 kalfa ve çıraktan geçerli anket geri dönüşü elde edilmiştir. Veri analizi; tanımlayıcı istatistik, açıklayıcı faktör analizi, yapısal eşitlik modeli ve process düzenleyici değişken analiz tekniği kullanılarak gerçekleştirilmiştir. Bulgular: Araştırma bulgularına göre koçluk ve mentorluğun girişimcilik niyetine pozitif ve anlamlı etki ettiği tespit edil-miştir Sonuç ve Öneriler: Araştırmada, kalfa ve çırakların girişimciliğe yönelmelerinde koç ve mentorlere (ustalara) büyük gö-revler düştüğü sonucuna ulaşılmıştır. Özgün Değer: Çalışmanın özgün değeri; ustaların koçluk ve mentorluk desteğinin çırak ve kalfaların girişimcilik niyetine etkisini nicel araştırma deseninde ortaya koyan bir çalışma olmasıdır.
... Moreover, there is considerable debate related to the value of coaching. Twenty years ago, Burdett (1998) suggested a major barrier to success facing companies was the skill set necessary for delivering on good intent. In this spirit, he proposed 40 guidelines applicable to coaching. ...
Purpose
Based upon a survey of 87 companies having used the services of business coaches, this paper considers the extent to which coaching is likely to be beneficial to a leader's business success as well as that of the respective company.
Design/methodology/approach
The research methodology is mixed methods and survey-based combining quantitative Likert scaling with open-ended questions.
Findings
At the 99 percent confidence level, surveyed respondents believe that, on average, the coaching process has provided results above the investment required and has led to progress for them and their organizations. Of the six targeted areas, five showed a very positive relationship between the coaching experience and the results from its clients.
Research limitations/implications
As the research is based on a convenience sample it has shortcomings relative to probability sampling. However, it is widely recognized that such samples can be attained more easily, more rapidly, and at less cost than probability-based samples. On the other hand, it is understood that inferences to broader populations of interest are limited.
Practical implications
The results confirm findings from past research such as that reported by the Institute of Coaching (2018), that managers should not undervalue potential contributions to individual and company attributes from coaching.
Originality/value
The motivation for this paper is to bring together both academic and practitioner experience to provide more evidence and understanding related to the coaching definition, its implementation, and effectiveness. While not conclusive in the absolute sense, the original data original collected and analyzed for this research is based on known client contacts in close time proximity to the coaching engagement and delivers added insight to current research.
... Unlike mentoring that encourages and inspires the employee to find their own ways of development, self-training and overcoming, coaching is directed to a clear goal. Through coaching, the manager guides the employee to increase their level of knowledge, to change their behavior if necessary, to carry out work tasks at the level or the standard requested (Burdett, 1998). ...
This paper presents a comparative analysis of the training, mentoring and coaching processes in order to highlight the common points and different areas of their actions as well as the differentiated advantages. In a public or private organization, training, mentoring or coaching programs can be effective means of attracting and retaining talented employees. The paper analyzes the influence of coaching and mentoring in an organization, based on Geert Hofstede's cultural variables: distance from power, individualism versus collectivism, masculinity versus femininity, uncertainty avoidance index, short and long term orientation.
... Coaching is defined as a process of improving performance by focusing on correcting problems with the work being done (Fournies, 1987). Researchers have also defined coaching as a process of empowering employees to exceed established performance levels (Burdett, 1998). Coaching refers to the practice of teaching an employee about the rules, goals, and politics of the organization (Richardson, 2009). ...
Training, mentoring, and coaching are all tools used to manage and enhance the performance of the sales force. However, little is known about the interplay between these learning tools and the extent to which a salesperson applies the knowledge, skills, and abilities acquired in training on the job, defined as learning transfer. Using a sample of frontline salespeople across various industries, this study investigates the significance of training, mentoring, and coaching in the sales learning transfer. The findings of the study bolster knowledge of the tools that increase learning and promote transfer, both of which can ultimately improve sales performance.
... Coaching is generally defined as a support practice aims to enhance learning and development, often within a context of change [33]. Coaching facilitates discovering opportunities and creating 'a culture of development' [34] to enhance performance and efficiency [35]. Definitions that are more recent consider coaching as a facilitating activity for self-directed learning and personal growth and change [36,37]. ...
Organizations need innovation to be competitive and sustainable on their marketplace. Sustainable performance is an important precondition for growth and development. In spite of a body of literature, non-financial factors of sustainable performance remain an open issue. Coaching has gained considerable attention in the business world for its impact on sustainable performance. The current research investigates the use of coaching interaction to facilitate organizational sustainable growth and development in the context of Miller and Friesen’s five stage life-cycle model. The expert opinion survey is chosen as a central method of research. The questionnaire is developed on the literature review that is focused on the drivers for sustainable development throughout the life cycle, and the features of coaching that accelerate these driving forces. Fifteen experts took part in the survey conducted from November 2017 to January 2018. The results are estimated by considering the competence coefficient for each expert. The findings led to creation of an open innovation model, which displays relationships between the appropriate coaching forms and types and the organizational life cycle stages. The developed model enables choosing the optimal way of coaching delivery at any life cycle stage. This model is particularly valuable for the coaching support programs.
... Danas je koučing prepoznat kao vredan i relevantan alat menadžera koji podiže nivo efikasnosti i efektivnosti u poslovanju [11]. U konačnom ishodu značajno podiže nivo posvećenosti zaposlenih, odnosno "postoje značajne veze između specifičnih menadžerskih veština, ponašanja (zaposlenih) i koučinga " [12]. ...
The rapid pace of change, challenges, uncertainty and the need for innovation, are becoming more global constants of the modern business environment. To survive, companies must be innovative, flexible and strategic operational efficiency than ever before. Management today is facing great challenges, especially in the creation of such a business environment that encourages employees to a higher level of commitment and innovation. One of the important conditions for successfully solving these types of challenges is the creation of such styles of organizational culture from which arises a new role of manager as coach. The aim of this paper is to show a significant correlation between the culture of coaching managers and employee productivity and commitment to the purpose of achieving and sustaining competitive advantage and development company. The work contains the characteristics and process of coaching and the significant empirical results of its effectiveness. 1. UVOD Savremeno poslovno okruženje ima jednu značajnu karakteristiku: nekontrolisano ubrzavajući ritam promena sa puno izazova i neizvesnosti. Ravnoteža između obećavajućih situacija i opasnosti za svaku organizaciju zavisi od njene sposobnosti prilagođavanja. Odnosno, nužno se nameće pitanje, da, ako se okruženje nekontrolisano ubrzano menja, kojom brzinom se organizacije menjaju? Zato je nužan cilj, stvoriti organizacije koje su sposobne za neprestano obnavaljanje, koje sa sobom ne nose nikakve šokove jer svako zakasnelo prilagođavanje može dovesti do velikih gubitaka. Novo vreme je neminovno pokrenulo veliki broj pitanja i nužnost izmene paradigmi u procesu upravljanja kompanijama [1, str.55-63]. Načela postojećeg menadžment procesa imaju određena ograničenja koja se ogledaju u nedovoljnom respektovanju podsticaja sposobnosti, originalnosti, odvažnosti i entuzijazmu koje nose zaposleni. "Veliki značaj zauzima disciplina, tačnost, ekonomičnost, razumnost i red, odnosno sve se svodi na formalnu izvrsnost. Rezultat toga je veliki broj organizacija koje rade ispod svog potencijala" [2, str.57]. Visok nivo naengažovane i dezagnažovane radne snage (78%) [3, str. 4] nasuprot porebe za visokim nivoom angaživanosti odnosno posvećenosti koja obuhvata preduzimljivost, kreativnost i inovativnost, u funkciji obezbeđenja konkurentske prednosti, predstavljaju realne izazove menadžmenta u novom veku. Ovaj raskorak u potrebama i realnim stanjem, mnoge uspešne kompanije i kompanije nove generacije, prepoznale su kao šansu, percipiranjem zaposlenog kao značajnog izvora koji može da odgovori na izazove promenljivog okruženja. Osnovno pitanje na koje menadžeri danas žele da imaju odgovor je: kako da podstaknu svoje zaposlene da budu posvećeni-ji, kako da izraze svoju kreativnost, preduzimljivost, kako da budu orijentisani na cilj, a ne samo na zadatak i kako zadržati kreativne i inovativne? Odgovor je pre svega u stilovima konstruktivne organizacione kulture koji promoviše i koučing kulturu menadžera. Istraživanja [4, str. 11] su
... Parsloe (1995) Coaching is, exclusively, a process focusing on enhanced performance. Burdett (1998) A coach is a person who facilitates experiential learning that results in future-oriented abilities and who is trained and devoted to guiding others into increased competence, commitment and confidence. Hudson (1999) [Coaching] is a collaborative, individualized relationship between an executive and a coach, the aims of which are to bring about sustained behavioural change and to transform the quality of the executive's working and personal life. ...
... Therefore, the coach needs to be prepared and able to keep the session alive/going no matter what the circumstances. Various models can enable the coach and coachee to start a conversation and aid the coach to keep a structured approach during the coaching session [31] and [32]. This structured approach can be helpful for the coach since he/she will know how to proceed regardless of the situation but also could help the coachee to open up more and speak more freely [33] and [34]. ...
... Indeed, the workplace coaching literature at this point in time was almost invariably associated with managing poor performances (e.g. Burdett, 1998;Stephen & Sarah, 1994). ...
Workplace coaching is increasingly used in organisations. Workplace coaching is conducted internally within an organisation for the purpose of helping employees, managers and leaders attain work-related goals. Workplace coaching methodologies have evolved over time. The first ‘generation’ (1990s) focused on performance management. A hallmark of the second-‘generation’ (2000s) approach is structured step-by-step proprietary ‘Leader as Coach’ performance-focused coach training programmes. Such mechanistic approaches do not meet the challenges of the contemporary organisational context where uncertainty and rapid change are the norm. This paper describes the third-‘generation’ approach to workplace coaching that is increasingly apparent in the workplace. This is an approach that explicitly focuses on enhancing both the performance and the well-being of individuals and organisations in ways that are sustainable and personally meaningful. A case study example of how to integrate ‘Leader as Coach’ programmes into an organisation is presented. This developmental approach aims to create the culture of quality conversations needed for the challenges faced by contemporary organisations.
... Coaching is defined as a process of improving performance by focusing on correcting problems with the work being done (Fournies, 1987). Researchers have also defined coaching as a process of empowering employees to exceed established performance levels (Burdett, 1998;Evered & Selman, 1989). Coaching refers to the practice of teaching an employee about the rules, goals, and politics of the organization (Richardson, 1996). ...
The move towards a more knowledge-intensive sales market has increased the complexity of the sales job. Salespeople must continuously learn and grow to meet the evolving demands of the job. A critical concern for organizational leaders becomes identifying learning strategies to encourage salespeople to apply what they learn. Researchers have advanced multiple studies on the learning needs of salespeople, yet there is not a consensus as to the most effective mechanisms to increase learning transfer in the sales environment. To determine which knowledge tools better prepare the sales force for success, this study investigates whether training, mentoring and/or coaching is more effective in increasing sales learning transfer. A framework which incorporates multiple established transfer and training evaluation models is considered. Empirical testing on a sample of frontline salespeople across varying industries was performed, with statistical analysis of the results. Decreased role ambiguity and increased organizational commitment was interpreted as evidence of transfer. The findings of the study will bolster knowledge of the factors that increase personal learning and promote learning transfer which can ultimately improve the salesperson’s performance.
... The objective of this discussion is to identify potential stumbling blocks on the road to goal-attainment. Sometimes, a client will be able to directly articulate such concerns, but a coach is also advised to look for incongruence between verbal and non-verbal behavior (Burdett, 1998). ...
The term self-permission refers to a belief about the self that a person can hold, to a stronger or weaker extent. Self-permission, in short, is the answer an individual gives oneself when asking about their perceived allowance to reach overarching long-term objectives, such as having a fulfilling career or enjoying a lasting and gratifying relationship. At a broader level, the question is whether a person allows him or herself to lead a happy and rewarding life. This paper describes the concept of self-permission, explores its nomological network and possible antecedents and consequences, proposes a corresponding self-permission scale (SPS), and suggests a study for assessing 1) the psychometric properties of that scale, 2) its relationship with conjectured adjacent constructs, and 3) its relationship with psychological functioning. Considering how important it seems to be to most individuals to make the best out of their lives and to live up to a deeply felt sense of purpose, a better understanding of self-permission could significantly benefit the psychological well-being of many people who do not allow themselves to thrive.
... A literature review was undertaken to gather together the facts, discussion, frameworks and models relevant to the exploration of the essence of coaching in the context of innovation. The analysis of sources, identified in the literature review, shows that coaching is referred to as the activity that facilitates individuals and teams discovering opportunities and creating 'a culture of development' (Popper and Lipshitz 1992) to enhance performance and efficiency (Orth, Wilkinson, and Benfari 1987;Burdett 1998). Zeus and Skiffington (2000) Baron and Morin (2010) study suggest that coaching can have a real practical impact on the development of strong self-efficacy that enables to perform tasks more effectively. ...
The paper aims to study how coaching can accelerate the innovation processes in organization considering the peculiar issues of the use of coaching in Latvia and Lithuania. For this purpose, literature review and a qualitative dominated mixed method approach to obtain and analyze the data are implemented. A literature review was undertaken to find out the current trends in the theory and practice of coaching in the context of innovation and organizational change. The findings of the literature review are compared with the results of two surveys. The aim of the first survey is to explore the experts' opinion about the manifestation of coaching in organization. The aim of the second survey is to find out the importance of conditions to promote coaching in organisational context. The results of literature review and surveys demonstrate that coaching can accelerate the leadership development, strategic thinking and collaboration within and across teams. These processes are crucial for organization's innovation capabilities.
... In an article about the role of tomorrow's leadership, Burdett (1998) described coaching as a more evolved form of leadership. This idea was taken up by Kemp (2009), who stated that the relationship between a coach and a client is similar to that of a leader and an employee. ...
Although numerous studies have shown that coaching works, the search for “active ingredients” of successful coaching is ongoing. We argue that the coach’s transactional and transformational leadership behavior contributes to coaching effectiveness. In an experimental study on reducing procrastination, participants (N = 108) defined individual goals related to procrastination. They were then randomly assigned to a dyadic coaching session, a group coaching session, or a control group. Procrastination was reduced in all conditions, but participants in the two coaching conditions were better at attaining their individual goals. Furthermore, compared with participants who received group coaching, participants in the dyadic coaching had a higher increase in goal commitment and showed more goal reflection and higher intrinsic goal motivation. Mediation analyses further revealed that the differences between dyadic and group coaching were explained by the coach’s transformational and transactional leadership behavior.
... The role that the targets' expect the source to play was a ected by the targets' perceptions of source (Venkatesh et al., 1995). Researchers in the past have elucidated that mentoring is a long term process (Burdett, 1998;Hansman, 2002;Ellinger, Hamlin, & Beattie, 2008) and are broadly categorised in two functions, namely, career and psychosocial functions (Zey, 1984). ...
Background. Mentoring plays a signicant role in bridging the relationship between supervisors and subordinates. Past research studies found that job satisfaction had signicant impact on organizations. This study endeavours to investigate mentoring and satisfaction of employees in Malaysian organizations. This study examines mentoring and employees' job satisfaction in the Malaysia context. Methods and Results. This research attempts to test empirically and to validate a conceptualization of mentoring, namely, career functions and psychosocial functions, with the presence of supervisors' gender as moderator on job satisfaction. Data was gathered through a survey using a structured questionnaire from a sample of 156 executive level employees employed in small and medium enterprises in Sarawak, Malaysia. Conclusions. This study revealed the positive connection between mentoring and job satisfaction was partially supported. Gender was found to have direct impact on employees' job satisfaction. Implications of the ndings, potential limitations of the study, and directions for future research are further suggested.
... Myös johtajien rooli on heidän mukaansa muuttunut tässä kontekstissa. Johtajan roolin kehittymistä muuttuvassa kontekstissa on kuvannut muun muassaBurdett (1998).Tiimin jäsenten asiantuntijuuden kasvaessa tiimin johtajien rooli muuttuu Burdettin mukaan valvojasta valmentavaan suuntaan. Seuraavalla sivulla oleva kaavio kuvaa tiimin johtajan roolin evoluutiota työntekijöiden taitojen ja työnkuvan kehittymisen myötä. ...
... They supported a paradigm in which 'the process of creating an organizational culture for coaching becomes the core managerial activity', and where coaching is viewed 'not as a subset of the field of management but rather as the heart of management ' (1989). This notion where supported by other authors that have argued that coaching is an essential role that managers, need to develop and perform as an integral part of their everyday management practice (Antonioni 2000;Bianco-Mathis et al. 2002;Burdett 1998;Flaherty 1999;Hunt, Weintraub 2002;Kraines 2001). ...
This work, based on a questionnaire to 319 coachers of the firms in Portugal, aims to help increase knowledge about the factors underlying the success of coachers. Four factors were identified: "Relationship", "Preparation", "Scope of Knowledge" and "Common Behavior" (independent variables) and as dependent the "direct performance" and "perception of performance". Results revealed a surprise: the low importance attached to Scope of Knowledge in coaching for the success of coachers. They also demonstrate the greater relative importance of "preparation" in explaining the dependent variable, and a high goodness of fit for models presented. Another discovery within this data was that the coach performance is better with male coachers, with more years of experience and with more years in school (master or PhD.). Finally this data seems to indicate that the number of coachees have significant impact on the performance of the coach.
... For instance, HR and OD professionals can help managers adopt new roles as coaches, mentors, and facilitators by providing relevant training programs and supporting developmental relationships. Manager-ascoach refers to a process for improving problematic work performance (Fournies, 1987), helping employees recognize opportunities to improve their performance and capabilities (Orth, Wilkinson, & Benfari, 1987), empowering employees to exceed prior levels of performance (Burdett, 1998;Hargrove, 1995;Joo & Shim, 2010), and giving guidance, encouragement, and support to the learner. ...
The purpose of this study was to examine the influence of leader–member exchange (LMX) quality on in-role job performance and the moderating effect of learning organization culture in a Korean conglomerate. The results indicate that LMX quality had a significant impact on employees’ job performance as rated by their supervisors. In addition, although no direct relationship was found to be significant, the moderating effects of the two dimensions of learning organization culture on the relationship between LMX quality and in-role job performance were significant. With regards to the demographic variables, male employees received higher ratings on their job performance reviews as assessed by their supervisors. Finally, implications, limitations, and research recommendations are discussed.
... Therefore, leadership development is essential in preparing leaders to become coaches. Manager-as-coach could be effective in empowering employees to exceed prior levels of performance (Burdett, 1998;Hargrove, 1995). Additionally, the level of employees' psychological empowerment could increase when managers adopt this new role as mentor because a mentor is portrayed as one who serves as a role model, friend, and counselor, and one who accepts and helps the protégé develop a positive and secure self-image (Kram, 1985). ...
This article examines the impact of transformational leadership and psychological empowerment on career satisfaction in a Korean conglomerate. The results of hierarchical multiple regression analysis revealed that employees showed higher career satisfaction when they perceived high meaning, competency, self-determination, and impact from their work (i.e., psychological empowerment) and when they perceived idealized influence from their leaders (i.e., one dimension of transformational leadership). Among the demographic variables, educational level and the length of the leader–member relationship turned out to be significant. The results of the structural equation modeling analyses showed that psychological empowerment fully mediated the relationship between transformational leadership and career satisfaction. Finally, implications, limitations, and research recommendations are discussed.
الأهداف: يركز البحث الحالي على دراسة أثر الكوتشينج الإداري على تعزيز القدرات الوظيفية كالقدرة على الأداء والابتكار. يفترض هذا البحث أن هناك تحولًا ملحوظًا نحو تعزيز أدوار القائد المُوَجّه والمدرب وذلك استجابةً لتحديات بيئة الأعمال المعاصرة والمتسمة بالتنافسية وحالة عدم اليقين. تساهم هذه الدراسة في إثراء الأدبيات العلمية حول تغير الأدوار التقليدية للمدير في مكان العمل، سيما أنَّ المنظمات تتجه نحو تفويض بعض مسؤوليات إدارة الموارد البشرية إلى المدراء. هذا يعني من ناحية عملية توسع مسؤولياتهم عن أداورهم التقليدية من مجرد الرقابة، والتخطيط، وتقييم الأداء إلى المساهمة الفاعلة في تدريب الموظف وتطوير مهاراته وقدراته. لهذا هدفت الدراسة إلى تحليل أثر أبعاد الكوتشينج الإداري (التواصل المفتوح، نهج الفريق، قيمة الناس، قبول الغموض، وتيسير التطوير) على القدرة الوظيفية للموظفين التابعين لهم (متمثلة في بُعدين اثنين: القدرة على الأداء، والقدرة على الابتكار). المنهجية: من أجل تحقيق أهداف الدراسة؛ قام الباحث باستخدام المنهج الوصفي التحليلي وتم تطبيقها على عينة عشوائية تكونت من (270) مفردة من العاملين في سوق العمل السعودي. النتائج: أظهرت النتائج أنه يُوجد أثر ذو دلالة إحصائية عند مستوى الدلالة ( ألفا أقل أو يساوي من 0.05) للكوتشينج الإداري بأبعاده الخمسة على القدرة الوظيفية المتمثلة في القدرة على الأداء والقدرة على الابتكار. الخلاصة: بناءً على هذه النتائج؛ خَلُصَت الدراسة إلى أنَّ المدراء الذين يمارسون الكوتشينج يتواصلون بفعالية مع موظفيهم ويعطونهم قيمة أكبر مع الحرص على تطويرهم، كما أنهم يهتمون بتعزيز نهج العمل القائم على الفريق. الدراسة أظهرت كذلك أهمية ممارسة المدراء لمهارات الكوتشينج فهي من جانب تمكنهم من إتاحة الفرصة لمرؤوسيهم في مشاركة الآراء البناءة مهما كانت تخالف وجهات نظرهم؛ مما يعزز قدراتهم الوظيفية، ومن جانب آخر فإنهم يميلون إلى تجربة الحلول المبتكرة والإبداعية في حل المشاكل التي تواجههم والميل لتشجيع مرؤوسيهم على أخذ المخاطرة وتجربة حلول جديدة؛ مما يعزز قدراتهم الابتكارية.
As institutions of higher learning respond to the rapidly changing demographics of its administrators,they must continuously find processes that improve the performance and effectiveness of theseindividuals. They must also begin to understand how the integration of coaching and/or mentoringshapes educational leaders and their institutions. From developing administrator’s potential to workwell with others and strengthen communication, coaching also access to mobility, careeradvancements, promotions and pay increases. Of interest is the presence of female administrators inthe California community colleges and the role that coaching plays in their ability to be effectiveeducational leaders.
Mercadona es una empresa que tiene un ritmo de crecimiento espectacular, un beneficio neto de 336 millones de euros y una plantilla de empleados superior a 60.000 trabajadores en 2007. Así ha llegado a convertirse en la empresa líder en el segmento de supermercados en España. La Dirección justifica su éxito en la implantación de un modelo novedoso en el sector de la distribución comercial, la gestión de calidad total. Este enfoque, que fue adoptado en 1993 por Mercadona, concibe las organizaciones como un conjunto de grupos de interés relacionados y trata de conseguir la máxima satisfacción de todos ellos. En el caso de Mercadona la empresa está constituida por cinco grupos: clientes, trabajadores, proveedores, sociedad y capital. El presente trabajo se centra en el análisis de la relación entre Mercadona y sus empleados y la forma en que la Dirección ha definido su política de Recursos Humanos. En él se describe cómo se realiza el reclutamiento y selección del personal, la formación y promoción de los empleados, la política retributiva, la comunicación interna, los mecanismos de protección y seguridad en el trabajo, la función de la tecnología en el desempeño de la actividad laboral y las medidas que permiten la conciliación entre la vida laboral y personal de los trabajadores. El objetivo de estas políticas, muchas de ellas originales, pioneras y novedosas, es aumentar el compromiso, motivación y satisfacción de los empleados. De esta forma se pretende ofertar un mejor servicio al cliente que asegure la verificación del círculo virtuoso que consiga el éxito, la excelencia y una ventaja competitiva de la empresa en el mercado. Dados los sobresalientes resultados que ha conseguido Mercadona, se considera que la forma en que ha definido su política de personal puede constituir un punto de referencia, reflexión, atención y análisis crítico tanto para directivos, como académicos y estudiantes, interesados en nuevas tendencias e iniciativas de gestión en el área de Recursos Humanos.
Bu araştırma, okul yöneticilerinin koçluk davranışları ile okulların akademik iyimserlikleri arasındaki ilişki durumunu ortaya koymak amacıyla yapılmıştır. Araştırma ilişkisel tarama modeliyle desenlemiştir. Araştırmanın evrenini Manisa ilinin Salihli ilçesinde kamu okullarında görev yapan 2487 öğretmen, örneklemini ise kolay ulaşılabilir örnekleme yoluyla ulaşılan 497 ilkokul, ortaokul ve lise öğretmeni oluşturmaktadır. Araştırmada elde edilen sonuçlar şu şekildedir. Öğretmenlerin okul müdürlerinin koçluk davranışlarına yönelik algı düzeyleri yüksektir. Okul müdürlerinin koçluk davranışlarını göstermelerine yönelik öğretmen algılarının, cinsiyet ve okulda ki öğretmen sayısı değişkenlerine göre farklılaştığı, diğer değişkenlerine göre ise farklılaşmadığı görülmüştür. Öğretmenlerin akademik iyimserliklerinin yüksek düzeyde olduğu anlaşılmaktadır. Öğretmenlerin akademik iyimserliklerinin görev yapılan okul düzeyi ve mezuniyet durumu değişkenlerine göre anlamlı olarak farklılaştığı tespit edilmiştir. Öğretmenlerin okul müdürlerinin koçluk davranışı göstermelerine yönelik algıları ile akademik iyimserlik düzeyleri arasında anlamlı, pozitif yönlü ve orta düzeyde bir ilişki bulunmaktadır. Yine okul müdürlerinin koçluk davranışlarından durum saptama davranışı boyutuna yönelik öğretmen algıları akademik iyimserlik düzeylerini yükseltmektedir.
This article introduces an innovative study programme which was developed in the context of an Erasmus+ project; proPIC - promoting professionalism, innovation and transnational collaboration in second language learning and teaching. The study programme, a one-year course framework, is currently implemented at five European universities in the UK, Spain, Sweden, and Germany and will be further refined in course of the proPIC project. The project runs from September 2017 until September 2020. In this article, the authors will focus on the element of research orientation that is integrated in the study programme to promote continuing professional development.
---> https://www.leedsbeckett.ac.uk/-/media/files/schools/school-of-education/collectived-issue-8-may-2019-final2.pdf?la=en
The purpose of this research is to investigate the effects of the perceived managerial coaching on employee’s job satisfaction, affective commitment and turnover intentions in the organizations.
Following Fournies (1978)’s book “how to” was released, the coaching concept has increasingly become popular as of 1980 in the management literature. In these days, coaching is used with many concepts such as sport, life, education, birth, sleep, exam etc. Despite its popularity, there is paucity of academic researches regarding managerial coaching outcomes in the management literature. In this research, employees’ perceived of managerial coaching from managers in the organizations was dealt with. Briefly, managerial coaching is a management approach that tries to facilitate employee’s work environment, develop their self-awareness and explore/improve their self-potential. As an employee-based management system, it’s not surprise that managerial coaching, has desirable outcomes on employees.
The research consists of three chapters. In the first chapter, literature review of the research variables which is managerial coaching, job satisfaction, affective commitment and turn over intention is explained. In the second chapter, there are research model, hypotheses and statistical analyses which indicate the correlations and effects between the research variables. In the last chapter, there are research results and evaluations.
The research was carried out by participating of 185 employees chosen by random sampling working in İstanbul branch offices of one of the leading private banks in the country.
According to the results of the path analysis, perceived of managerial coaching has significant and positive effect on employees’ job satisfaction and affective commitment, but has no direct significant effect on employees’ turnover intentions. Furthermore, mediation effects on the research model were investigated by Sobel Test. Managerial coaching has indirect effect through job satisfaction on affective commitment and turnover intention.
Toimitettu artikkelikokoelma osaamisen johtamisen systeemisestä kokonaisuudesta
Nowadays managers are not only expected to function exceptionally in managing their organizations, they are also expected to excel in an increasingly competitive and demanding work context and use all the resources available to them. There are thus increasing expectations from managers regarding the roles that they need to endorse, besides the managing one. Organizations are interested in having managers that can be effective both as leaders and also as coaches for their subordinates. Managerial coaching is considered the process by which a supervisor/manager facilitates the learning and development processes of his/her subordinates, by activating their resources, such as behaviors and professional skills. Rational leadership and rational coaching are both rooted in REBT and propose a set of behaviors and competences derived from a rational mindset, that the manager needs to internalize in their patterns of thinking and behavior to be effective in his/her leadership and coaching roles. Based on a rational leadership mindset, managers doing managerial coaching will guide the employees to understand own ineffective behaviors and to find ways to change them and become more effective.
This chapter provides an overview of the roots, theories, and practices of coaching psychology including the history of coaching and the differences of coaching psychology and the coaching industry. Combining the theory and rich scientific background of psychology and bringing that together with the industry of coaching is great way to grow the fields of coaching and coaching psychology. While there has been resistance from both fields in the past, today there is a convening of the fields of psychology and the practice of coaching (Grant A, Int Coach Psychol Rev 7(2):146–165, 2012; Grant A, Putting the psychology into coaching, and the coaching into psychology: Lessons from the road (less traveled). Presented at the 5th international congress of coaching psychology, San Diego, CA, 2015). This chapter provides an overview of the literature of coaching psychology efficacy, application, and future directions of the field of coaching.
This chapter seeks to deepen one’s theoretical understanding of the human relationship formed within a coaching engagement. Further, it highlights the critical importance of the inherent intimacy and complexity of this relationship and its impact on coaching clients’ ability to achieve positive and efficacious outcomes. In support of this intention, the chapter offers a set of theoretical lenses that can be utilized by practitioners to explore the critical core elements that surface both from within the coach and from within the client during the coaching process, and how these elements influence the outcomes of coaching. The coaching alliance lens (CAL) is a reflective template that guides coaches’ self-development and applied practice. coaching; Human resources and internal relationships
Purpose
– The purpose of this paper is two-fold: to identify the reliability and content validity of two popular managerial coaching scales – the Ellinger Behavioral Scale and the Park Skills-based Scale – to determine the extent to which the construct, coaching, is more accurately measured as a behavioral construct or a skill-based construct from the perspective of the coach, and from that of his or her direct reports using a single data set.
Design/methodology/approach
– This research utilized survey research which tested the reliability and validity of two existing coaching scales. Analyses included correlation matrices, principle axis factor analysis, and confirmatory factor analysis.
Findings
– Results of this research indicate that neither scale is perfectly reliable and valid. However, given the results of the analysis, the authors recommend the Park scale for leaders and the Ellinger scale for team members.
Research limitations/implications
– This research indicates that investment in valid scales for use by direct reports to measure the coaching expertise of their managers is warranted.
Practical implications
– There are several implications that are evident as a result of this research. First, there are implications for the training and development of employees. Too, many organizations look to coaching and coaching skills as a benchmark for selecting future leaders – the understanding of how current scales are able to identify coaching expertise is important to the manager selection process.
Originality/value
– This research offers one of the first comparative analyses of currently available coaching scales. It contributes to the literature on coaching by providing a clear and thorough review and analysis of scales currently available for testing managerial coaching expertise. Practitioners and scholars can benefit from this research by developing a better understanding of the contexts in which these two coaching scales are most reliable and valid.
This study investigates the relationship between coaching expertise, project difficulty, and team empowerment on team learning outcomes within the context of a high-performance work team. Variables were tested using multiple regression analysis. The data were analyzed for two groups—team leaders and team members—using t-tests, factor analysis, as well as correlation, regression, and commonality analyses. The results indicate that the independent variable project difficulty explained the most variance in team learning outcomes for team leaders whereas coaching expertise and team empowerment explained the most variance in team learning outcomes for team members. Practical implications include the selection and training of team leaders in managerial coaching and the development of challenging projects in situations where team learning is highly important. Theoretical implications include providing further empirical support for leadership theories, and coaching theory in particular.
Managerial coaching has become increasingly popular despite limited empirical evidence of its impact on the individuals giving and receiving coaching, and its impact on the workplace overall. This article reviews the literature on the definition of practice of managerial coaching, and what managerial coaching looks like in terms of skills and behaviors, and examines the empirical evidence that currently exists. Models representing new current research and gaps within the literature are advanced, and future research implications are explored.
Purpose ‐ This paper aims to demonstrate how commercially effective business coaching can and should be implemented.Design/methodology/approach ‐ Drawing on both external sources and personal experience both as a coach herself and as the Director of Coaching for a specialist coaching company, the author discusses the main obstacles to successful coaching and how they should be overcome to maximise the return on investment for the sponsoring organization.Findings ‐ The piece delivers accessible suggestions for increasing the return on investment of coaching programmes.Practical implications ‐ With these suggestions in mind, the common pitfalls can be avoided, allowing companies access to the best, and most profitable, coaching.Originality/value ‐ Where other authors examine the benefits of coaching in terms of productivity and personal benefit for employees, the author brings into play the often-forgotten commercial element, explaining how to ensure that the coaching implemented is a success in every sense.
Recent years have seen the rapid growth of an emergent 'coaching industry' in many countries with some scholars calling for the development of a 'coaching profession' replete with its own clear identity, clear boundaries and unique body of knowledge. Yet, at the same time, coaching has also been conceived as a necessary area of expertise and skill set among contemporary HRD professionals. Therefore, this article reports the results of a comparative study of the different conceptualizations and definitions of 'coaching' and contemporary HRD as reported in the literature. Results suggest that the intended purposes and processes associated with both fields of practice are virtually the same. The challenge and dilemma posed by these results are described from both a coaching and HRD perspective, and are discussed in terms of seeing the findings of this comparative study as a wake-up call for HRD professionals.
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