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Employee coaching relationships: Enhancing construct clarity and measurement
Abstract
While managers' coaching of their subordinates continues to grow in organisations, little empirical research exists to inform the practice. The current paper seeks to further our understanding of this type of coaching – which we refer to as employee coaching – by exploring the coaching relationship formed between the supervisor and subordinate. Past research has noted that the process and effectiveness of coaching are contingent on this relationship. The purpose of the current paper is twofold: to better define the constructs of employee coaching and the employee coaching relationship and to develop a measure of the perceived quality of the employee coaching relationship.
... Specifically: provides feedback (Ellinger, 1997;Ellinger et al., 1999;Beattie, 2002;Ellinger et al., 2003;Ellinger, 2005;Heslin et al., 2006;David and Matu, 2013), providing accountability (Amy, 2008), prioritizing and organizing (Beattie, 2002;Amy, 2008;David and Matu, 2013), delegating (Beattie, 2002;Hamlin, 2004;Amy, 2008), intentionally scheduling meetings (Ellinger, 1997;Ellinger et al., 1999;Ellinger, 2005;Heslin et al., 2006;David and Matu, 2013), listening (Hamlin, 2004), leading by example (Beattie, 2002;Ellinger, 2005), empowering others (Beattie, 2002;Hamlin, 2004;Heslin et al., 2006; Frontiers in Psychology 13 frontiersin.org Amy, 2008;Gilley et al., 2010;David and Matu, 2013), promoting and developing employees (Beattie, 2002;Hamlin, 2004;Ellinger, 2005;Amy, 2008;Park et al., 2008;Gilley et al., 2010;Gregory and Levy, 2010), adjusting style for individual employees (Amy, 2008), and establishing rapport through trust and communication (Ellinger et al., 1999;Beattie, 2002;Hamlin, 2004;Amy, 2008;Park et al., 2008;Gilley et al., 2010;Gregory and Levy, 2010). ...
... Specifically: provides feedback (Ellinger, 1997;Ellinger et al., 1999;Beattie, 2002;Ellinger et al., 2003;Ellinger, 2005;Heslin et al., 2006;David and Matu, 2013), providing accountability (Amy, 2008), prioritizing and organizing (Beattie, 2002;Amy, 2008;David and Matu, 2013), delegating (Beattie, 2002;Hamlin, 2004;Amy, 2008), intentionally scheduling meetings (Ellinger, 1997;Ellinger et al., 1999;Ellinger, 2005;Heslin et al., 2006;David and Matu, 2013), listening (Hamlin, 2004), leading by example (Beattie, 2002;Ellinger, 2005), empowering others (Beattie, 2002;Hamlin, 2004;Heslin et al., 2006; Frontiers in Psychology 13 frontiersin.org Amy, 2008;Gilley et al., 2010;David and Matu, 2013), promoting and developing employees (Beattie, 2002;Hamlin, 2004;Ellinger, 2005;Amy, 2008;Park et al., 2008;Gilley et al., 2010;Gregory and Levy, 2010), adjusting style for individual employees (Amy, 2008), and establishing rapport through trust and communication (Ellinger et al., 1999;Beattie, 2002;Hamlin, 2004;Amy, 2008;Park et al., 2008;Gilley et al., 2010;Gregory and Levy, 2010). ...
... The findings from this study relating to the perceptions of the employees as coachees corroborate many of the behavioral findings that their managers reported. Employees mentioned that the managers' behaviors included developing employees (Beattie, 2002;Ellinger, 2005;Amy, 2008;Park et al., 2008;Gilley et al., 2010;Gregory and Levy, 2010), communicating expectations (Ellinger et al., 1999(Ellinger et al., , 2003Park et al., 2008;Gilley et al., 2010;Gregory and Levy, 2010), intentionally scheduling meetings (Ellinger, 2005;Heslin et al., 2006;David and Matu, 2013), leading by example (Beattie, 2002;Ellinger, 2005), providing feedback-correction (Ellinger et al., 2003;Ellinger, 2005;Heslin et al., 2006;David and Matu, 2013), exhibiting patience-forgiveness (Beattie, 2002), and prioritizing (Amy, 2008;David and Matu, 2013). ...
Introduction
Managerial coaching is considered a powerful developmental intervention in the workplace that has gained tremendous popularity in recent years. A growing base of scholarship examining the efficacy of this form of coaching has identified numerous benefits, primarily for employees receiving this form of coaching, and some limited attention has focused on benefits for managers who coach. However, an important topic related to managerial coaching that has gone under-explored is the beliefs that managers have about coaching. Since beliefs often guide behaviors, obtaining a more robust understanding of the beliefs that guide managers who serve as coaches is warranted and several scholars have called for more research on this aspect of managerial coaching. Therefore, the study reported here presents a subset of findings that relate to the coaching behaviors that managers enact along with a comprehensive understanding of their guiding beliefs.
Methods
These specific findings are drawn from a larger qualitative multi-case study employing an adaptation of the critical incident technique that was designed to examine the beliefs, behaviors, and learning and development outcomes for both managers who coach and their respective coachees. This larger study obtained perspectives about these aspects of managerial coaching from both the coaches and coachees which also reflects an approach seldom taken when researching managerial coaching.
Results and Discussion
Four research questions are addressed here: 1) What are the behaviors enacted by managers who coach (facilitate the learning of) their employees from the perspective of managers; 2), what are the behaviors enacted by managers who coach (facilitate the learning of) their employees from the perspective of employees; 3) What are the beliefs held by managers who coach (facilitate the learning of) their employees from the perspective of managers; and, 4) What are the beliefs held by managers who coach (facilitate the learning of) their employees from the perspective of their employees (coachees)? In addition to thick rich descriptions that illustrate these findings, implications for theory, research, and practice are also discussed.
... This coaching relationship is defined as the dynamic interaction between two people characterised by a supportive and helping mentality (De Haan & Gannon, 2017). Gregory and Levy (2010) reported that the employee's perception of the coaching relationship consists of four dimensions, (1) genuineness of the relationship, (2) effective communication, (3) comfort with the relationship, and (4) facilitating development. ...
... Perceptions of the quality of the coaching relationship was measured with Gregory and Levy's (2010) 12-item PQECR scale. An example item includes 'I feel at ease when talking to my supervisor about my job'. ...
... A Likert scale ranging from 1 (strongly disagree) to 5 (strongly agree) was used (α = .95). Gregory and Levy (2010) demonstrated the reliability and validity of this measure, and subsequent research suggests that supervisor empathy and individual consideration are associated with higher levels of PQECR, and The role of supervisor cultural intelligence in the feedback process PQECR is related to supervisor coaching behaviors (Gregory & Levy, 2011;2012). This scale was developed in an effort to improve construct clarity and measurement (Gregory & Levy, 2010), and has been a well-established method for measuring PQECR in the literature (e.g. ...
Introduction
Supervisors are often asked to coach and mentor employees, and while research on supervisor coaching capability is not new, cross-cultural factors in coaching are understudied. As the workplace becomes more diverse, supervisor cultural intelligence, the capability to function effectively in culturally diverse settings, is becoming more critical.
Method
The current study examined the role of supervisor cultural intelligence in the feedback process through a cross-sectional study with participants from the United States and India.
Results
Results revealed that supervisor cultural intelligence was associated with a more favorable feedback environment, trust in the supervisor, an improved coaching relationship between the supervisor and subordinate, and greater subordinate feedback seeking frequency. Cultural tightness – looseness was a moderator, such that there was a stronger relationship between supervisor cultural intelligence and the feedback environment in cultures perceived to be looser (higher tolerance for deviation from social norms and deviation less rigorously enforced in general) compared to cultures perceived to be tighter (low tolerance for deviations from social norms and deviation more rigorously enforced).
Discussion
Results suggest that cultural intelligence can facilitate supervisors in developing a constructive feedback environment that fosters trust and meaningful coaching relationships, especially in cultures that are perceived to be looser where there is potentially more behavioral flexibility.
Conclusion
Supervisors can leverage cultural intelligence to better foster a quality feedback environment and navigate coaching relationships with diverse employees.
... Researchers called for more investigations to understand the main components of manager coach-employee relationships that impact coaching outcomes (Grant, 2014;Gregory & Levy, 2010Joo, Sushko, & McLean, 2012;O'Broin, 2016). Previous research conducted using quantitative methodologies (Gregory & Levy, 2010 did not fully capture the common factors of successful coaching relationships that contribute to positive coaching outcomes. ...
... Researchers called for more investigations to understand the main components of manager coach-employee relationships that impact coaching outcomes (Grant, 2014;Gregory & Levy, 2010Joo, Sushko, & McLean, 2012;O'Broin, 2016). Previous research conducted using quantitative methodologies (Gregory & Levy, 2010 did not fully capture the common factors of successful coaching relationships that contribute to positive coaching outcomes. Therefore, this study's goal was to fill the gap in the manager coach-employee literature by using a qualitative exploratory research design. ...
... Manager coaches, however, are still unclear and unable to name (a) what the required behaviors are to develop effective manager coach-employee relationships, and (b) how the behaviors influence their relationships with their direct reports for better organizational outcomes (McCarthy & Milner, 2013). Researchers, therefore, have called for more investigations to find the most important components of coaching relationships that positively affect coaching outcomes (Grant, 2014;Gregory & Levy, 2010Joo et al., 2012;O'Broin, 2016). The need to find the components of effective coaching relationship behaviors, thus, created the demand for this study. ...
... Most empirical contemporary research centered on the investigation of the manager 's coaching role and effective coaching behaviors in organizations (Ellinger et al., 2011;Ladyshewsky, 2010). Researchers created new scales to measure manager coaching skills (McLean et al., 2005;Park, 2007) and perceived high-quality employee coaching relations hips (Gregory & Levy, 2010). The development of new scales was a response to the call for an urgent need to develop self-assessments and perceived assessments in managerial coaching and employee coaching relationships. ...
... Research in employee coaching continued building knowledge in previous studies. Most recent studies (Huang & Hsieh, 2015;Kim, 2014;Kim & Kuo, 2015;Kim et al., 2013;Pousa & Mathieu, 2015) employed seminal (Ellinger et al., 2003), contemporary managerial coaching scales (McLean et al., 2005;Park, 2007) and perceived high-quality coaching relationship scales (Gregory & Levy, 2010) to explore the link between employee coaching and employee coaching outcomes. Again, as in seminal and contemporary research, recent studies lacked empirical and theoretical foundations; the researcher found only one empirical research on employee coaching relationship (Gregory & Levy, 2012) and theoretical research (Gabriel et al., 2014). ...
... To address the limitations on the existing employee coaching literature, the current study adopted a qualitative methodology. The review of the literature showed that earlier quantitative studies about employee coaching relationships have not fully captured the common factors of effective coaching relationships that contribute to successful coaching outcomes (Gregory, 2010;Gregory & Levy, 2010, 2011, 2012. This exploratory qualitative research approach emerged from a constructivist-interpretive research paradigm (O'Neil & Koekemoer, 2016). ...
... It includes active listening and questioning, mutual feedback, space for story sharing and appropriate verbal and body language. Listening and appropriate feedback were rated and examined as a main dimension for evaluating a positive employee coaching relationship in two survey studies Levy, 2010 and. A case study (Robinson, 2010) also investigated how to apply literary techniques (using story-telling, analogy and metaphors) ...
... Facilitating development was also examined and confirmed as a key dimension for evaluating the effectiveness of coaching relationship in a quantitative study by Gregory and Levy (2010). In addition, half of the participants (6 of 12 interviewees) in a 91 qualitative study (O'Broin and Palmer, 2010) emphasised a two-way relationship (e.g. ...
... They include highly developed listening, reflecting back and questioning skills. In the previous SR findings (Gregory & Levy, 2010Robinson, 2010), two-way communication was identified as one of the critical factors for a constructive coaching relationship. Also, a total of 11 included studies (O'Dell, 2011;Passmore, 2010;Stevens Jr, 2005) in the SR indicated communication skills (such as listening, feedback, questioning and language used etc.) are key requirements for a coach. ...
The interest in evidence-based coaching practice has been awakened since the beginning of this millennium; Grant’s literature review on coaching (Grant, 2001) was one of the pioneering studies to highlight the importance of psychological principles in coaching practice. Unlike other similar helping interventions (e.g. counselling and therapy), coaching is recognised as a cross-disciplinary intervention (such as management, psychology, social science, etc.). Therefore it is a big challenge to integrate the best available knowledge for evidence-based coaching practice. Several coaching related professional bodies (e.g. British Psychological Society, European Mentoring and Coaching Council, etc.) started to focus on defining the distinctions between coaching and other similar interventions because this is an essential step to identifying the most fitting principles for evidence-based coaching practice (Briner & Rousseau, 2011). Some special interest groups of coaching psychology were established (e.g. Interest Group Coaching Psychology by the Australian Psychological Society in 2002 and Special Group of Coaching Psychology by the British Psychological Society in 2004) to promote and strengthen psychological principles in coaching and coaching psychology practice. After more than a decade’s endeavour on the development of evidence-based coaching, the psychological standing in the coaching field was assured through three meta-analysis studies and four systematic reviews (Theeboom, Beersma, & van Vianen, 2014; Lai & McDowall, 2014; Jones, Woods, & Guillaume, 2015; Sonesh et al., 2015; Grover, & Furnham, 2016; Athanasopoulou, & Dopson, 2018; Bozer, & Jones, 2018). However, some evidence-based practice advocates still have doubts on the effectiveness of coaching interventions because the quality of the evidence is questioned (Briner, 2012). For instance, the majority of the coaching studies relied on qualitative research methods. However, randomised controlled trials (RCTs) are regarded as the most appropriate methodology to examine the effectiveness of interventions (Guyatt et al., 1995; Guyatt et al., 2000). Thus, the numbers of solid quantitative studies (e.g. trials with definite results) are expected to increase. According to Briner and Rousseau (2011), a systematic review (SR) which assesses all available evidence is identified as the most rigorous methodology for the evolution of evidence-based practice. Therefore, this chapter aims to provide an overview of up-to-date coaching psychology research evidence through synthesising two SRs on coaching psychology (Lai & McDowall, 2014; Lai, 2016). This analysis mainly scrutinises contemporary coaching research methodologies (1995–2016) and makes a comparison between two reviews. This will provide an in-depth understanding of the journey of evidence-based coaching in the past decade and identify future areas of research.
... Bugün bile koçluk birçok örgütte yaygın olmasına ve arzu edilir sonuçları ile ilgili birçok yayım yapılmasına rağmen, koçluğun anlamı ve kimliği ile ilgili karışıklık hala sürmektedir (Gregory & Levy, 2010, s.109;Passmore & Fillery-Travis, 2011, s.74). Örnek vermek gerekirse, koç denildiğinde aklımıza, spor koçu, yönetici koçu, arkadaş koçu, hayat koçu, romantik ilişki koçu gibi uzayan liste içerisinden birçok farklı koçluk türü gelir (Gregory & Levy, 2010;s.109). ...
... Rosinski, 2003, s.4 Koçluk, anlamlı ve önemli amaçlara ulaşabilmeleri için, insanların potansiyellerini açığa çıkarmalarına yardımcı olma sanatıdır. Wright, 2005, s Yukarıdaki koçluk tanımları incelendiğinde, araştırmacılar tarafından yapılan tanımlamalar arasında farklılıklar ve karmaşa mevcut olduğu belirtilmişse de (Gregory & Levy, 2010;s.110), özellikle vurgu yapılan hususlar göz önüne alındığında, tanımların ortak noktalarının bulunduğu açıktır. ...
... 1950'lerden önce koçluk denilince beyzbol şapkası giymiş, ıslık çalan spor takımı koçu akla gelirdi. Bu basit anlam 1950'de iş hayatı için değişmiştir (Gregory & Levy, 2010;s.110 1970'lerde atletizm ve spor koçluğu ile ilgili birçok makale iş hayatına uyarlanarak yazıldı (Evered & Selman, 1989, s.19). ...
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.
... Employee performance can be influenced by a number of variables including motivational factors, organizational support, empowerment, individual employee competencies, self-efficacy, management support, and coaching (Nuryanti, 2019;Maharani & Widiartanto, 2017). In general, the employee-coach relationship is defined as a working partnership between an employee and a direct manager, with an emphasis on addressing the employee's development needs and improving the employee's performance (Koskinen & Anderson, 2023;Gregory & Levy, 2010). In the past, most organizations primarily focused on the future financial benefits derived from work. ...
Today’s business environment is characterized by volatility, uncertainty, complexity, and ambiguity (VUCA). As a result, most employees find themselves dealing with a complex world that is influenced by a variety of interconnected problems and where the consequences of events often cannot be identified. In this context, coaching sessions conducted through the prism of self-determination theory (SDT) can help prepare employees to navigate this complex world. The aim of this study is to examine how such coaching sessions can influence the performance of employees living in the VUCA world. Considering the theoretical background behind the VUCA world and coaching, this research also explores the most effective ways for employees to respond quickly to new unpredictable and vulnerable contexts. By interpreting respondents’ answers using the Kruskal-Wallis and Mann-Whitney tests, this paper provides a comprehensive perspective on the role of coaching in organizations, taking into account the constraints and influences of the VUCA world. Quantitative analysis shows that coaching through the lens of SDT has a positive effect on employees. Most employees report that these coaching sessions should be implemented continuously in organizations to successfully manage the challenges and uncertainties presented by the VUCA world. Thus, to effectively address the situations that characterize the VUCA world and to prosper in the long run, organizations should embrace coaching.
... The authors define employee coaching as a process that occurs between followers and their direct leaders, with the leaders taking on the role of the coaches. Employee coaching aims at improving followers' recent job performance and preparing them for upcoming challenges (Gregory and Levy 2010). Gregory and Levy (2011) conclude that if followers experience greater empathy from their leader, they will also feel better about the quality of the coaching relationship. ...
Numerous studies have examined the impact of empathetic leaders in organizations. However, the systematic consolidation and categorization of these effects have not yet been conducted. This article presents a systematic literature review of 42 academic studies, carefully selected from 5 databases using a rigorous search process, with the aim of developing a concise category system that synthesizes the effects of empathetic leaders in organizations. After discussing theoretical lenses and our methodological approach, we outline the various understandings of empathy and the measuring instruments used in the analyzed articles. As our main contribution, we then describe nine categories that summarize the effects of empathetic leaders in organizations. These categories consider affect, attitudes, empathy, equity, interpersonal relationships, leadership practice, perception, performance, and well-being. We further outline the individuals or groups affected by these effects. Finally, we discuss our results and offer future research avenues for the scientific community as well as practical recommendations for three different stakeholders who can shape empathetic leadership in organizations: leaders, human resources (HR) managers, and board members.
... Leaders help workers adjust. Facilitating development supports past research (Gregory & Levy, 2010). Leaders provided development opportunities due to work disruption and online technology. ...
... The result is also in line with the statement of Levy (2017), who opined that coach-style management is one of the hallmarks to foster human competence. The right mix of coach-style management will pave the way to have the ability The result is similar to the view of Hagen and Aguilar (2020), emphasizing that teachers can only effectively assist individuals in fulfilling job requirements and advancing their careers when leaders prioritize connection and positivity over "traditional" hierarchical leadership styles. ...
This study was conducted to determine the relationship between the coach-style management practices of school heads and human competence of classroom managers in public elementary schools of Tugbok District, Division of Davao City. The study used the non- experimental quantitative research design utilizing correlational method. The respondents of this study composed of 107 teachers using a universal sampling. The statistical tools used were Mean, Pearson Product Moment Coefficient Correlation or Pearson r and Regression Analysis. The findings revealed that the school heads achieved a high level on coach-style management practices. Meanwhile classroom managers established a high level in human competence in public elementary schools. There was a significant relationship between coach-style management practices of school heads and human competence of classroom managers in public elementary schools. The domains of coach-style management practices of school heads were significantly influenced to human competence of classroom managers in public elementary schools. It is articulated in this study that human competence of classroom managers in public elementary schools should be raised in a very high level. It was concluded that the high level of coach-style management practices of school heads would also increase to the human competence of classroom managers in public elementary schools.
... Moreover, research showed that perceived need supportive behaviour positively affects dyadic interactions in general (Mageau & Vallerand 2003). These considerations are supported by Gregory and Levy (2010) ...
The relationship between coach and client is an essential factor for coaching success. This coach-client relationship has previously been equated with the working alliance as the common agreement on tasks and goals, and the coach-client bond. As entrepreneurial coaching differs from other coaching formats due to the entrepreneurs’ close connection to their company and the coaches being considered sparring and networking partners, the coach-client relationship may go beyond the working alliance in entrepreneurial coaching. The following exploratory study investigated within a standardized business-related coaching process with business coaches the effect of different coaching relationship factors on the success of entrepreneurial coaching in a field setting. Therefore, 18 male entrepreneurs participated in a three-month coaching with questionnaires before and after the coaching process. The results indicate that not only working alliance in terms of tasks and goals but also perceived empathy, closeness, and perceived need supportive behaviour matter for coaching success, suggesting that entrepreneurial coaching may benefit from a relationship that goes beyond the working alliance. As this study is exploratory without a control design, future research is needed to test this finding with a bigger sample and with different control and experimental conditions. Particularly interesting would be to test it with a mixed-method approach with a more varied sample including entrepreneurs of different age, gender, and demographical background. In addition, future studies could investigate this going beyond the working alliance in other coaching contexts, such as team coaching and peer coaching.
... Making this relationship explicit to students will improve student engagement in the assessment and feedback process. These findings concur with Control Theory which suggests that students regulate their behaviours when task goals are clearly outlined (Gregory & Levy, 2010). Therefore, students are more likely to regulate their behaviour (i.e., assessment performance) when they have a specific goal (i.e., future employment within a relevant field) and then evaluate their performance towards and distance from that goal. ...
The National Student Survey (NSS) indicates that students are less satisfied with Assessment and Feedback versus other dimensions of the NSS in Higher Education Institutions (HEIs) across the United Kingdom (UK). HEIs generally rely on quantitative Likert responses within the NSS to assess the quality of their provision while ignoring written comments. However, we propose that analysis of written comments is essential to understand students’ lived and multidimensional experiences. Therefore, we utilised a Framework Analysis to investigate students' written responses for assessment and feedback in the 2020 NSS. We identified high (n = 4) and low-scoring (n = 4) departments as those that scored the highest and lowest on assessment and feedback at an HEI institution in the UK. These groups scored above and below the NSS national average for assessment and feedback of 72.6% (Office for Students, 2020), at 84.6% and 66%, respectively. Our analysis of 10,628 words revealed five main themes of interaction and experience, assessment clarity, assessment fairness, timing, inspiration for the present and future, and eleven sub-themes. We used the frequency of words concurrently with these themes to identify areas of good pedagogical practice. For example, high-scoring departments provided easy-to-follow lectures (Theme 1) and assessment guidance (Theme 2), students perceived feedback as fair (Theme 3), tutors were appropriately responsive to students' attempts at communication (Theme 4), and assessments had clear applicability to future employability (Theme 5). Our findings highlight the suitability of our approach for academics and HEIs to improve their understanding and provision of assessment and feedback. We provide recommendations to improve assessment and feedback at a unit, program, and HEI level.
... The ultimate definitions of career advancement and development covers training programmes and opportunities for advancement (Bhavna and Swati, 2012), training and career development (Muhammad, 2014), coaching (Gregory and Levy, 2010), learning and development (Cushion et al., 2003). ...
The study examines the impact of six internal factors on the organizational commitment of the employees at the Bank for Investment and Development of Vietnam (BIDV). The reliability analysis and exploratory factor analysis were adopted to analyze the collected data from 292 surveyed samples. The results show that six elements including current job, working condition, leadership, colleagues, payments and salaries, promotion and development positively relate to employees' organizational commitment at BIDV. Based on this finding, the most important implication is the need of establishing a holistic working environment.
... Coach-coachee relationship has a proven mediating role in the coachee's perception, and development of selfefficacy gives the correlation between both ( Baron and Morin, 2009). A strong relationship between the coach and coachee can foster the coachee's growth and transformation (Dutton and Heaphy, 2003), and high-quality coaching relationships are usually characterized by genuineness, comfort, positive communication and their facilitation of development (Gregory and Levy, 2010). A series of longitudinal studies indicated that coaching based on positive emotional attractors (PEAs) foster psychological states that optimally support behavioral change. ...
Purpose
The goal of this qualitative study is to explore how different elements of the coach–coachee setting can affect the perceived outcome from coaching sessions by the coachee.
Design/methodology/approach
Using thematic analysis on 197 semi-structured interviews of bank executives, the authors suggest an evidence-based sequential model on how the perceived value of the coaching process might be contingent on four elements.
Findings
As a result of the exploratory analysis, the authors’ suggest that the coach's guidance, coach's reliableness, coachee's willingness and coachee's self-awareness can determine the coachees' perceived effectiveness or usefulness from their coaching sessions.
Originality/value
There is little empirical data regarding the coachee's perceived value. The current study attempts to fill the gap in the existing literature by considering the coaching outcomes with particular regard to the executive's perceived value of coaching. This research adds to the literature on how to deliver effective coaching in organizations and provides empirical evidence to practitioners on how coachees perceive value from coaching.
... Traditionally, coaching used to be conducted face to face, but this has changed (Gregory & Levy, 2010). Already, coaches are evolving their practices beyond face-to-face to include phone coaching, video conferencing, instant messaging and text communications, and email (Pascal, Sass, & Gregory, 2015;Rossett & Marino, 2005). ...
Orientation: Online coaching (via a range of technologies) is becoming a preferred option as
more and more coaches and clients embrace technology-enabled environments. One of the
fundamental skills of coaching is the ability of the coach to build rapport with the client.
Research purpose: The purpose of this study was to explore ways in which rapport can be
established between the coach and the client during online management coaching.
Motivation for the study: The authors believe that the creation of rapport online between the
coach and the client cannot be left to evolve naturally and that the building of rapport requires
the parties to invest intentionally to create connection and chemistry. Hence, this question:
What can be done to optimise the rapport between client and coach during e-coaching?
Research approach/design and method: To obtain primary data for this qualitative study,
semi-structured interviews were conducted with six coaches and six clients who had
experienced at least four online management coaching sessions without meeting the client or
coach face to face.
Main findings: This article provides practical strategies on how to build rapport during online
coaching. With explicit articulation and consistent application, these strategies can help to
improve interpersonal connection between coach and client.
Practical or managerial implications: This study offers strategies to establish rapport between
coach and client during online management coaching.
Contribution/value-add: The results of this study inform the practice of online coaching as
well as the design of coaching programmes for the future.
Keywords: e-coaching; nonverbal cues; online interpersonal communication; online management
coaching; rapport; verbal cues.
... Traditionally, coaching used to be conducted face to face, but this has changed (Gregory & Levy, 2010). Already, coaches are evolving their practices beyond face-to-face to include phone coaching, video conferencing, instant messaging and text communications, and email (Pascal, Sass, & Gregory, 2015;Rossett & Marino, 2005). ...
... Coaching-based leadership intervention program model. classified into four dimensions was developed for the purpose of this particular study: (1) Working alliance, which consists of one skill (developing a working alliance) with two items based on the genuineness of the relationship subscale of the full Perceived Quality of the Employee Coaching Relationship scale(Gregory and Levy, 2010); ...
In spite of the potential benefits that coaching-based leadership interventions can bring to organizations, basic questions remain about their impact on developing coaching skills and increasing psychological capital (PsyCap), work engagement and in- and extra-role performance. In a controlled trial study, 41 executives and middle managers (25 in the experimental group and 16 in the waiting-list control group) from an automotive sector company in Spain received pre-assessment feedback, a coaching-based leadership group workshop, and three individual executive coaching sessions over a period of 3 months. The intervention program used a strengths-based approach and the RE-GROW model, and it was conducted by executive coaching psychologists external to the organization. Participants (N = 41) and their supervisors (N = 41) and employees (N = 180) took part in a pre-post-follow up 360-degree assessment during the research period. Quantitative data were analyzed using Analyses of Variance (ANOVA) with a 2 × 2 design, paired-samples t-tests, and univariate analyses between groups. Results indicated that the intervention program was successful in increasing the participants’ coaching-based leadership skills, PsyCap, work engagement, and in- and extra-role performance. Qualitative measures were also applied, and results from individual responses provided additional support for the study hypotheses. Regarding practical implications, the results suggest that the Coaching-based Leadership Intervention Program can be valuable as an applied positive intervention to help leaders develop coaching skills and enhance well-being and optimal functioning in organizations.
... Coaching entails sharing of knowledge between experienced persons (mentor/coach) and less experienced persons (the mentee). Gregory and Levy (2010) averred that employee coaching was a developmental activity that aimed at improvement of current job performance or even enhancing capabilities for challenges which would arise in future or role enhancement. Tripathi and Readdy (2013) asserted that delegation generally included assigning responsibilities to employees to enable them complete tasks. ...
Leadership is one of the most important components of management in any business unit. An organization with good leadership tends to have a better chance to survive in todays' competitive environment. Leaders should engage in strategic leadership practices for instance employee empowerment. Employee empowerment has consistently been argued to enhance performance, yet related studies have generated ambiguous findings. This paper considers the influence of employee empowerment on performance of Deposit taking Sacco's in Kenya. This study was guided by positivism research philosophy. A descriptive correlational approach was chosen for this study. The study focused on all 42 deposit taking SACCOs in Nairobi County. The study targeted 168 respondents and employed census technique. Purposive sampling was employed to select the CEO's and senior managers of Deposit Taking SACCO's. Further simple random technique was employed in selecting 12 CEO's who were to be interviewed. Primary data was collected using close ended questionnaires and an interview guide. Questionnaires were administered on 126 senior managers while a sample of 12 CEO's who were randomly selected were interviewed. Both descriptive and inferential statistics were adopted for data analysis. Descriptive analysis entailed frequencies, percentages, mean and standard deviation. Regarding inferential statistics, Pearson's product moment correlation and regression analysis were conducted. Content analysis was also done to analyze information obtained through interviews. Results revealed that employee empowerment had an influence on performance. The study recommends that Deposit Taking SACCO's should empower employees to enhance superior performance.
... The third factor is the quality of the coaching relationship. This refers to the rapport, trust, mutual respect and caring between the two parties (Gregory & Levy, 2010). The coaching relationship is thought to lay the foundation for coaching effectiveness (Hunt & Weintraub, 2016) and is associated with effective coaching behaviors (Gregory & Levy 2012). ...
Many forms of coaching are quite popular in organizations, yet it is only very recently that the feedback literature has been linked to the coaching process. In this chapter, we discuss the role of feedback in the coaching process and identify four success factors for coaching: constructive feedback, individual coach and coachee feedback orientation, quality of the coaching relationship, and the feedback environment. We then extend these notions to the technology-enabled coaching interventions of e-coaching and virtual coaching. We identify a particular need to study the way technological applications in coaching can mirror face-to-face coaching processes, and where technology can be leveraged to improve coaching outcomes. Future research and practical applications linking self-feedback to self-determination in coaching are explored.
... is most like coaching because it is about facilitating creative thinking and acting as a sounding board. A scale to assess the coaching relationship between a manager and subordinate was developed by Gregory and Levy (2010). Through an analysis of the literature, five themes were discovered: (a) distinctiveness of the relationship; (b) genuineness of the relationship; (c) effective communication; (d) comfort with the relationship; and (e) facilitating development. ...
... There is clear evidence that employee coaching can be effective (Carr, 2016;Gregory & Levy, 2010, but it is also clear that there are significant challenges to effective coaching. Coaches are most likely to succeed if they are willing to and skilled at communicating with employees about their job performance, are willing to work with employees and to believe that employees can improve, and are willing to try a range of approaches to helping their subordinates (Gregory & Levy, 2011;Heslin, VandeWalle, & Latham, 2006). ...
A wide range of systems for evaluating performance have been used in organisations, ranging from traditional annual performance appraisals to performance management systems built around informal, real‐time evaluations, and these systems almost always fail. Rather than continuing to make cosmetic adjustments to this system, organisations should consider dropping the practice of regularly evaluating the performance of each of their employees, focusing rather on the small subset of situations in which evaluations of performance and performance feedback are actually useful. Four barriers to successful performance evaluation are reviewed: (a) the distribution of performance, (b) the continuing failure to devise reliable and valid methods for obtaining judgments about performance, (c) the limited utility of performance feedback to employees, and (d) the limited utility of performance evaluations to organisations. In this paper, I propose ways of managing performance without relying on regular performance evaluation, refocusing managers' activities from performance management to performance leadership.
... is most like coaching because it is about facilitating creative thinking and acting as a sounding board. A scale to assess the coaching relationship between a manager and subordinate was developed by Gregory and Levy (2010). Through an analysis of the literature, five themes were discovered: (a) distinctiveness of the relationship; (b) genuineness of the relationship; (c) effective communication; (d) comfort with the relationship; and (e) facilitating development. ...
The use of coaching skills by managers and leaders, often termed managerial coaching, has become popular in recent years. Despite this trend, a scarcity of research exists on the topic. Researchers continue to debate how best to conceptualize, define, and measure the use of coaching skills by managers and leaders, how effective it is, and how it should be used. Existing scales attempting to measure the phenomenon suffer from a number of limitations. The current study examines these topics using a mixed-methods approach and includes a comprehensive literature review, semistructured interviews, and a teammember survey. Results suggest the use of coaching skills by managers and leaders should best be conceptualized as a style of participative management or leadership. A scale called the Manager and Leader Coaching Composite (MLCC) was created from a group of team-member survey items. The MLCC was correlated with several validated measures that suggest that the use of coaching skills by managers and leaders is related to higher team-member engagement, better working relationships, and reduced intention to quit. A new definition, which integrates these findings, is presented.
This study aims to analyze the impact of manager commitment in implementing transformational leadership styles through their role as coaches on improving team performance. One of the initiatives is the Leader as Coach program, where managers are trained as internal coaches to help teams achieve organizational goals. The research uses a quantitative methodology with a survey, involving 40 respondents, including managers as internal coaches and employees/coachees from various departments at PT. X who participated in the coaching program. Analysis is conducted using SmartPLS to test the relationship between the role and commitment of managers as internal coaches, transformational leadership style, and its impact on employee performance. Contextual factors such as managerial support, organizational structure, and organizational culture are also considered to assess their influence on the success and effectiveness of the coaching program in enhancing employee competencies and overall organizational performance.
Internal coaching is growing in popularity across various industries and sectors, either as a standalone resource or in conjunction with external coaching and other relevant programs and initiatives. Despite the growing popularity and reported benefits, there is a substantial dearth of research on the dynamics of "internal coaching" relationships, making it one of the least explored areas in organizational coaching literature. This paper contributes to addressing the research gap by presenting the outcomes of a study that explores the coach-client relationship and captures perspectives from internal coaches, external coaches, managers, and, notably, coachees, also known as coaching clients. Employing a mixed-methods approach, this study is a segment of a larger research project and focuses specifically on a subset of data that is relevant to the objective of this paper. Informed by a comprehensive literature review and insights from scholars and practitioners, including an exploration of the working alliance in therapy, the results of this study underscore the critical significance of confidentiality and trust in internal coaching, and its findings contribute to enhancing our understanding of internal coaching dynamics, offering guidance for the development of more effective internal coaching programs or the improvement of existing strategies.
One of the main ways in which health leaders at all levels can be developed on a daily basis has been neglected by clinical leadership research, and by the research community generally, relating to the leader consciously using evidence-based coaching skills to positively impact their direct reports, team members, peers, organisations and the wider system in the context of their vocational role, as ‘Leader-as-Coach’.
This paper summarises the research on the role of ‘Leader-as-Coach’, and translates the learning from this into the practice of clinical leadership development.
Line managers are increasingly expected to use a coaching approach and are in an ideal position to do so. While there are many similarities with professional external coaching, the behaviours of the ‘Leader-as-Coach’ are also not identical and multiple ethical issues can arise.
There is no consistent academic definition to describe the behaviours of coaching in the context of a leader’s vocational role, nor yet specific competencies for training or supervision purposes.
The outcomes are summarised from the known literature in this field. Individual and system challenges are then discussed and conclusions are drawn about what this research means in practice for clinical leaders and their systems.
Bu çalışmanın amacı, yeşil insan kaynakları yönetimi uygulamalarının algılanan etkisinin çalışanların yeşil örgütsel davranış düzeyi üzerindeki etkisinde çalışan koçluk ilişkisinin aracı rolünü analiz etmektir. Araştırmanın evrenini İstanbul ilinde faaliyet gösteren özel sağlık sektörü çalışanları oluşturmaktadır. Anket yöntemi kullanılarak 409 çalışan kişiye ulaşılmıştır. Araştırmada Process analizi kullanılarak, aracı değişken için ve her bir alt boyut için analiz yapılmıştır. Çalışma sonuçlarına göre, yeşil insan kaynakları yönetiminin, yeşil örgütsel davranışa etkisinde çalışan koçluk ilişkisi ve her bir boyutunun aracılık rolü tespit edilmiştir. Yeşil insan kaynakları yönetimi, yeşil örgütsel davranışı pozitif etkilemektedir. Yeşil insan kaynakları yönetimi, çalışan koçluk ilişkisini pozitif etkilemektedir. İşletmelerin sürdürülebilirlik hedeflerine ulaşmak için yeşil insan kaynakları yönetimi uygulamalarını geliştirmeleri gerektiği ortadadır. Çalışanların bu yönde gelişmeleri için koçluk ilişkisinden yararlanılabilir. Bu çalışma, yeşil insan kaynakları yönetimi, yeşil örgütsel davranış ve çalışan koçluk ilişkisi alanlarında gelecekteki araştırmalar için bir temel oluşturacak ve literatüre katkı sağlayacaktır.
Objectives
Until now, rather limited empirical research has been conducted as regards managers who coach their employees (Crabb, 2011). The aim of this research was to investigate the managers’ challenging and successful experience when coaching their employees and how these coaching sessions were assessed by their employees.
Design
The overall study investigated 15 middle managers – from a major Danish nationwide company who were trained to coach by two coaching psychologists through theoretical presentations, individual coaching and peer coaching sessions with direct supervision (learning-by-doing: Spaten, 2011b) – when they were coaching their 75 employees through an online survey and semi-structured interviews.
Methods
Four middle managers and employees were interviewed after the intervention. Thematic analysis was chosen and elicited three main themes: (1) coaching skills; (2) professional and personal development; and (3) the coaching relationship and power relation.
Results
The study found that the manager as coach should be highly sensitive and empathetic in building the coaching relationship, should be aware of the power relation, and should draw clear boundaries between their role as leader and their role as coach. The middle managers’ coaching skills were assessed very positively by employees.
In the competitive global marketplace, it is becoming important for organizations to empower employees for productivity reasons. One of the organizational empowerment models with greater support and consistency in the various studies in which it has been used is Spreitzer's Model of Psychological Empowerment in the Workplace, published in 1995. The model is composed of four dimensions that allow the measurement of the components of meaning, competence, self-determination and the impact of work on individual empowerment. The present study aims to evaluate the psychometric properties, in the Portuguese context, of the referred model. After the translation and adaptation of the psychological empowerment scale, the questionnaire was applied to a sample of 545 workers from Portuguese industrial organizations. The results of the application of structural equation modeling allow identifying the same components defined by the Spreitzer model, so it can be considered a reliable and valid instrument to measure organizational empowerment in the Portuguese context. However, we consider that complementary studies are necessary to analyze the psychometric properties of the scale and to further advance the research. The results obtained allow us to affirm that empowerment will be a basic strategy to improve the organizational transformations that companies constantly face. It is therefore important for Portuguese organizations to analyze the level of psychological empowerment of their employees, in order to find solutions to problems such as turnover, talent attraction, performance, work demotivation and improve human resource management practices. This is particularly important following the COVID-19 pandemic in which the psychology of employees was tested due to working from home and social distancing requirements.
Leadership coaching—a relational process by which a professional coach works with a leader to support their development—is a common component of learning and development portfolios in organizations. Despite broad agreement about the importance of the coaching relationship, relational processes remain undertheorized, failing to account for the growth and intertwining of coach‐leader self‐concepts as they engage in a generative and co‐creative coaching process. To address these shortcomings, we reconceptualize the relational process within coaching as one of relational self‐expansion and theorize that the communication channel and communication quality impact relational self‐expansion which, in turn, influences coaching effectiveness. Our hypotheses are tested in a field experiment featuring random assignment to experimental conditions (communication channels) in which a coaching intervention was deployed in five organizations. Using structural equation modeling, we demonstrated that communication quality and relational self‐expansion during the coaching process positively predicted coaching effectiveness. Contrary to expectations, communication quality did not differ by channel (phone, videoconference, face‐to‐face) nor did it predict relational self‐expansion.
Purpose
The essay is practitioner-focused with manager-as-coach applying experiential learning to aid an employee's learning and improve performance as well as helping to build employee commitment to job and organization. Reciprocity is intended as the learning and commitment of both the employee and manager are enhanced.
Design/methodology/approach
As a conceptual, not empirical, paper, the present study aimed at guiding manager behavior the methodology aims to examine the areas of manager-as-coach, efficacy of coaching, theoretical grounding of employee commitment and experiential learning processes. Study and coordination of information in these areas provided support for a detailed action plan for practical application.
Findings
It is possible to create for manager use a research results driven practical guide/action plan. The guide incorporates manager skills and commitment theory (investment) along with an experiential learning approach aimed at improving employee growth and building commitment.
Practical implications
There is clear evidence in empirical research that finds employee commitment positively related to work performance, job engagement and job retention. This essay aims at application of investment theory to build commitment as it is based on actual inputs and efforts of the employee.
Originality/value
There is very little research currently available that directly addresses manager-as-coach deliberately working to increase or build employee commitment to job, organization or the manager her/himself. This essay aims directly at how commitment may be enhanced.
Purpose
As a part of a larger study, the purpose of this study is to explore the learning outcomes for the “manager as coach” when exemplary managers are engaged in coaching their respective employees.
Design/methodology/approach
A qualitative, multi-case study using an adaptation of the critical incident technique and semistructured interviews was employed with 12 managers and their respective direct reports totaling 24 interviews. Content and constant comparative analyses were used to analyze the data.
Findings
A total of five themes and 19 subthemes were identified regarding managers’ learning outcomes from managers’ perspectives. From the perspectives of their employees as coachees regarding their managers’ learning outcomes, one theme with three subthemes emerged.
Originality/value
Limited empirical research has explored the developmental outcomes for managers who serve as coaches for their employees. This study examined the outcomes associated with managerial coaching from both the perspectives of the managers who coach and their direct reports. The findings of this research provide more insight into the benefits managers derive from coaching their employees.
"Znowu była na Ciebie skarga. Nie interesuje mnie, czy zasadna, czy nie, przecież wszyscy widzą, że całymi dniami nic nie robisz. Mam serdecznie dość takich sytuacji i jeśli się nie poprawisz, trzeba będzie się zastanowić, czy Ty w ogóle się nadajesz do pracy tutaj"
- niewłaściwie podana informacja zwrotna może uczynić więcej złego niż dobrego. Można sobie wyobrazić, co czuje adresat takiego komunikatu - nie tylko nie ma pojęcia, które jego zachowanie zostało ocenione negatywnie, lecz także dowiaduje się, że niezależnie od tego, jak wyglądała rzeczywistość, kierownik już wie, co powinien na jej temat sądzić i na tej podstawie straszy pracownika potencjalnie zagrażającymi decyzjami. Bezsilność, poczucie bycia potraktowanym niesprawiedliwie, brak wysłuchania, niekonkretna i niepoparta faktami ocena - to wszystko negatywnie oddziałuje na postawę pracownika i w konsekwencji może mieć równie negatywny wpływ na wyniki jego pracy.
Zasadniczo pytanie brzmi zatem: jak powinno udzielać się informacji zwrotnej, żeby była efektywna i pozytywnie wpływała na rozwój pracownika oraz wybiki jego pracy?
SYNOPSIS
Audit subordinates typically work with multiple supervisors who are likely to vary in their level of coaching quality (CQ). While prior research suggests a low CQ supervisor could negatively affect a subordinate's work attitudes, theory indicates that the presence of other positive coaching experiences may buffer against the negative influence of a low CQ supervisor. We investigate by asking participants to provide information on their coaching experiences with three supervisors. We then examine how perceptions of supervisors' CQ interact to affect subordinates' work attitudes. We find that the effect of a perceived low CQ supervisor on organizational commitment and turnover intention is mitigated when the CQ of another supervisor is high or when a relatively high CQ supervisor is also a mentor. Investigating factors that inhibit CQ, we find that supervisors' lack of capability explains variation in lower CQ supervisors, whereas lack of presence explains variation for higher CQ supervisors.
Data Availability: Contact the authors.
JEL Classifications: L2; M40; M42; M51; M53.
Purpose
Managerial coaching has been popularized as a way of motivating, developing and retaining employees in organizations. Yet, there has been a lack of empirical studies to examine the linkage between managerial coaching and its potential impact on employees. This study aims to investigate the interrelationships among managerial coaching, employees’ personal learning and organizational commitment. This study also attempts to revise an existing instrument for measuring coaching skills in organizations created by McLean et al. (2005) to assess managers’ coaching skills.
Design/methodology/approach
Data analyzes were based on 187 employees of a top global technology organization headquartered in the USA. The existing instrument for measuring coaching skills was revised and confirmed through a series of efforts including expert reviews, pilot tests and assessing its reliability and validity. Structural equation modeling was used to examine the relationships among managerial coaching skills and employees’ personal learning and organizational commitment.
Findings
This study identified five dimensions of managerial coaching skills and validated the revised instrument measuring coaching skills in organizations. It also demonstrated that managers’ utilization of managerial coaching skills had a direct effect on employees’ learning and organizational commitment and impacted employees’ organizational commitment through personal learning.
Originality/value
This study examined the interrelationships among managerial coaching and employees’ personal learning and organizational commitment in organizations. In doing so, this study unveiled the process of how managers’ coaching affects employees’ development and attitudes at work. This study also identified five coaching skills as a tool to assess the level of managerial coaching.
The objectives of this research were (1) to investigate the influence of organizational support
and self-support on the knowledge factors regarding to the innovation capabilities in the Thai
automotive parts manufacturers, Tier 2 and Tier 3; and (2) to compare the innovation capabilities
of the employees working in Tier 2 and Tier 3 automotive parts manufacturers. A quantitative
research was designed while the questionnaire survey was conducted. Employees working in the
Tier 2 and Tier 3 automotive parts manufacturers were targeted as the population of the study.
Two-stage Sampling together with simple random technique was applied to sampling 100 samples
from each tier. Structural equation modeling using the AMOS program was applied to analyze the
data.
The results revealed that (1) the influence of organizational support on knowledge-related
factors of the Tier 2 automotive parts manufacturers on innovation capabilities was higher than
that of the Tier 3 while the influence of self-support on knowledge-related factors of the Tier 3
on innovation capabilities was higher than that of the Tier 2. (2) The positive influence of knowledge
absorption of the Tier 2 on innovation capabilities was higher than that of the Tier 3 while the
influence of knowledge application of the Tier 3 on innovation capabilities was higher than that
of the Tier 2 The knowledge absorption was distinctively illustrated in the Tier 2 while the knowledge
application was more distinctive in the Tier 3 automotive parts manufacturers.
The objective of this article is to synthesize an innovative potential development conceptual framework of the human resources of Thai business organizations at digital era. By using the synthesis of related theories and researches to develop a conceptual framework which comprises three elements, such as, organizational support, self-support, knowledge absorption, that lead to the development of employee's innovation capability. This article also shows that, to be able to successfully develop employee's innovation potential. The business organizations need to consider three major factors, which are, organizational support, self-support, and knowledge absorption.
The paper considers a specific case related to the development of a program for upgrading soft skills of employees of maintenance service in mining and processing industry, and its testing in actual practice of the production cycle rearrangement. The project aim is to assess the potential of introducing the principles of advanced training from the viewpoint of psychological readiness of employees for changes at an industrial enterprise. The degree of effectiveness of this staff training method is considered. The project objectives are aimed at forming groups of workers based on the degree of their influence on the changes produced; the incoming assessment of readiness to fulfill the role of “change champions” is studied; implementation of training activities aimed at improving employee's readiness; output assessment of the training activities effectiveness is produced. In the project implementation, the following methods and tools were used: soft skills-based approach, sociological and expert surveys, statistical analysis, trainings and chalk and talk sessions, solution of theoretical and practical cases (problems). Based on the results of the implemented soft skills changing (upgrading) program, the dynamics of increasing psychological readiness of employees (who participated in the proposed training activities) to accept large-scale and local changes was revealed. The study findings present rationale for investing funds of production companies in proactive and advanced development of employees from the standpoints of both professional competencies and soft skills aimed at psychological readiness for changes and understanding the need for lifelong learning of engineers and technicians, being effective "change champion" in production activities.
The objective of this article is to synthesize an innovative potential development conceptual framework of the human resources of Thai business organizations at digital era. By using the synthesis of related theories and researches to develop a conceptual framework which comprises three elements, such as, organizational support, self-support, knowledge absorption, that lead to the development of employee's innovation capability. This article also shows that, to be able to successfully develop employee's innovation potential. The business organizations need to consider three major factors, which are, organizational support, self-support, and knowledge absorption.
Globalization leads to a more connected world with farreaching impact on production arrangements, international trade, foreign investment and economic growth. This paper deals with the application of coaching skills of managers in a global context, which influences the style of managerial leadership after completing their development courses. Managers use different styles of leadership, but they give people more space and self-realization than to manage them in a directive-based and order-based manner. These reasons support innovation and creative thinking of employees. The first section focuses on specific management styles, methods of employee education and development and survey of the literature. The case study in selected company deals with the survey, the subsequent evaluation of the exploratory results and the expression of proposals and recommendations. The results showed that the implementation of coaching positively affects not only the managerial style but also the whole company. For managers, interest in their people has grown and a new corporate culture has emerged in many companies. Responses of managers show that they are more likely to handle tense situations, smaller groups, seek solutions, and give employees more space. With the coaching approach, they are relieved of routine problems and have more trust in subordinates.
The purpose of this research was to (1) investigate the levels of the organizational and employee support in finding knowledge that affects the employee’s innovation capability with the mediator variables of knowledge absorption and application by the Thai automotive parts manufacturers, and (2) investigate the types of the tier 2 and tier 3 automotive parts manufacturers to see whether they are qualified as a moderator variable. Data used in this study were obtained from the questionnaires responded by a sample of 200 employees in the tier 2 and tier 3 automotive parts manufacturers in order to verify the causal model by covariance-based techniques.
The results of this study indicated that the organizational support of the tier 2 automotive parts manufacturers was significantly more influential than those of the tier 3 automotive parts manufacturers at 0.708 and 0.336, respectively, while the employee support of the tier 3 automotive parts manufacturers was more influential on the innovation capability than those of the tier 2 automotive parts manufacturers at 0.661 and 0.448, respectively. By investigating the types of the automotive parts manufacturers as a moderator variable, it was found that the coefficient on the influence line of the model in both types of automotive parts manufacturers was significantly different. The tier 2 automotive parts manufacturers had a distinctive point in knowledge absorption while the tier 3 automotive parts manufacturers had a distinctive point in knowledge application. In additional recommendations for the organization of the automotive parts manufacturer (tier 2) should bring knowledge that is in the form of Tacit Knowledge to be in the form of Explicit Knowledge and suggest that policies should be established in supporting the automotive parts manufacturer (tier 3) to gain more knowledge from the Open System, which will lead to the creation of innovation capability of the employees.
This chapter discusses a training intervention designed to improve the supervisor feedback environment. The supervisor feedback environment refers to the extent to which supervisors cultivate an environment that supports and promotes the provision and use of job performance feedback (Steelman et al., Educational and psychological measurement 64:165–184, 2004). A body of literature suggests that a favorable supervisor feedback environment is related to employee attitudes and behaviors, job performance, and well-being. However, few studies examine antecedents to a favorable feedback environment. In this chapter we discuss a supervisor training program, designed based on theories of effective training (Salas et al., Psychological science in the public interest 13:74–101, 2012). Outcomes of the supervisor training program included improved perceptions of the feedback environment, particularly for those supervisors who were initially rated as having a more unfavorable feedback environment, and increased subordinate feedback-seeking frequency.
Coaching is the most common intervention tool used by sales managers to develop their salespeople, and the ability to effectively coach others is often what makes a sales manager successful. While sales organizations recognize the importance and positive impact of sales coaching, the unfortunate reality is that most sales managers still lack the proper training to coach salespeople effectively. One reason for this is due to the lack of clarity on the sales coaching skills and abilities that drive and improve the sales coaching process. A first step in resolving this problem is to provide practitioners and researchers with a psychometrically-sound measure of effective sales coaching. Without an adequate sales coaching scale, prior sales-related coaching research has relied heavily on managerial coaching scales. Unfortunately, due to potential reliability and validity issues with the managerial coaching scales, the use of those managerial coaching scales may not be appropriate within a sales context. As a result, this study advances a three-factor, 14-item effective sales coaching (ESC) scale that is validated among a sample of B2B salespeople. The ESC scale contains three dimensions–adaptability, involvement, and rapport—that are shown to directly and indirectly influence sales performance. We also demonstrate the ESC scale’s ability to explain more variance in sales performance than the most commonly used behavior-based managerial coaching scale.
There has been a shift in organisations towards leaders who are positive and able to create positive work environment for employees, as well as build relationships through teamwork and trust. Many have argued that positive leadership is needed in dealing with challenges that leaders face in organisations due to the constantly changing world of work. Although there are numerous studies on positive leadership, there is still confusion and considerable variability regarding the conceptualisation of positive leadership in literature. This chapter commences by outlining the findings of a critical review of existing literature on the topic of positive leadership, which considered both quantitative and qualitative articles published in English that contained conceptualisations, definitions, descriptions, behaviours, characteristics, or principles of positive leadership. Thematic analysis was used to analyse the data. The key themes that were derived from the data included a number of leadership traits, motivational characteristics, as well as specific leadership behaviours. Secondly, this conceptualisation is used as the basis for proposing an integrated definition of positive leadership, which in turn is utilised in the final part of the chapter to propose three positive leadership interventions.
Objectives: There is a lack of research on the coaching relationship (O’Broin & Palmer, 2006a). The current paper will present the findings from a qualitative study that explored experiences of workplace coaching including the coaching relationship.
Design: The study adopted a qualitative design and the data was analysed by Interpretative
Phenomenological Analysis (Smith, Jaraman, & Osborn, 1999).
Methods: Nine participants, from two large organisations, were interviewed about their experiences of coaching.
Results: ‘The coaching relationship’ was identified as a main theme which, in turn, comprised of three subthemes; valuable coaching relationship; trust; and transparency. These themes highlighted that the coaching relationship was very valuable for the participants and that this relationship was dependent on trust and improved by transparency.
Conclusions: It was concluded that it is important that coaches are aware of, and are working with, the coaching relationship. Nevertheless, the participants also highlighted that the relationship was not the only factor that made coaching useful. Working towards goals and improving performance were also valuable components of the coaching. It was, therefore, suggested that coaching may be most beneficial if it incorporates a number of components, including a focus on the relationship.
Keywords: the coaching relationship, coaching, Interpretative Phenomenological Analysis;
valuable coaching relationship; trust; and transparency.
Citation: Gyllensten, K., & Palmer, S. (2007). The coaching relationship: An interpretative phenomenological analysis. International Coaching Psychology Review, 2, 2, 168-177.
Abstract This paper sets out the argument that quite fundamental issues, both theoretical and practical, divide the various approaches ,to coaching. It does ,not suggest that any one approach ,is better or right; each approach would be more appropriatein particular situations. However, by understanding more clearly the nature of the difference between approaches, it will also be easier to fit a coaching model to specific situations. It is argued ,here that goal-oriented approaches ,to coaching ,generally have ,a different perspective than therapeutic or personal-development ,approaches ,on the ,role of the ,coach and on the objective of coaching.
A review of the recent literature demonstrated that there are virtually no articles or research papers on the subject of intervention adherence or compliance in executive coaching. This article begins to address that deficit by presenting an 8-component model of coaching effectiveness that includes such elements as the coach--and client--commitment to the path of progressive development, characteristics of client problems, structure of the coaching containment, quality of coaching interventions, and the intervention adherence protocol the coach develops with the client. These elements of coaching effectiveness are explored in more depth in the context of considering the outcome pathways of coaching assignments. Components of a possible adherence protocol for coaching executives are described along with major client and coach problems that contribute to nonadherence. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Seventy-two articles on executive coaching appearing in mainstream and trade management publications between 1991 and 1998 were analyzed to determine (a) general opinions of the practice of executive coaching and (b) the extent to which training in psychology was described as relevant and useful to coaching practice. A content analysis methodology yielded reliable coding across raters. Results of the review suggest that favorable views of executive coaching far exceed unfavorable views. However psychologists were infrequently recognized as uniquely competent practitioners. Implications of these findings for psychologists in coaching roles are discussed. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
The practice of coaching by individuals who consider themselves professional coaches has proliferated, yet coaching is not recognized as a profession. Through a metareview of scholarly works and a qualitative content analysis, an agenda for coaching-related research is proposed and applied to the criteria for a profession as a means of illustrating how coaching-related research can be utilized to support the professionalization of coaching. Recommendations for further study and their linkage to the criterion for professionalization are suggested. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
The concept of “manager as coach” is increasingly popular in the management literature as a mechanism for improving employee involvement and performance. This paper summarizes a study we conducted to evaluate “coaching skills” among sales managers. The study used telephone interviews with managers' subordinates to collect data regarding managers' coaching effectiveness. During the interviews, subordinates rated their supervisors' coaching skills and provided a rationale for their rankings. This study analyzes the ratings and the comments, and outlines the behaviors associated with both high and low ratings of manager coaching skills.
The concept of “manager as coach” is increasingly popular in the management literature as a mechanism for improving employee involvement and performance. This paper summarizes a study to evaluate the effectiveness of a “coaching skills” program for sales managers. The program began with a five–day coaching skills course and was followed by on–the–job activities that called for application of the coaching skills covered in the course. The study used telephone interviews with managers' subordinates to collect data regarding managers' coaching effectiveness prior to the program. Follow–up interviews were conducted three months later. The interviews focused on the eight coaching behaviors identified by Schelling (1991). Quantitative analyses showed statistically significant increases on the follow–up ratings on five of the eight coaching behaviors. Further analysis revealed that subordinates who had not worked with their supervisors long tended to give lower ratings. Additionally, those managers with fewer subordinates often received higher scores on the eight coaching behaviors.
Although coaching can facilitate employee development and performance, the stark reality is that managers often differ substantially in their inclination to coach their subordinates. To address this issue, we draw from and build upon a body of social psychology research that finds that implicit person theories (IPTs) about the malleability of personal attributes (e.g., personality and ability) affect one's willingness to help others. Specifically, individuals holding an “entity theory” that human attributes are innate and unalterable are disinclined to invest in helping others to develop and improve, relative to individuals who hold the “incremental theory” that personal attributes can be developed. Three studies examined how managers' IPTs influence the extent of their employee coaching. First, a longitudinal field study found that managers' IPTs predicted employee evaluations of their subsequent employee coaching. This finding was replicated in a second field study. Third, an experimental study found that using self-persuasion principles to induce incremental IPTs increased entity theorist managers' willingness to coach a poor performing employee, as well as the quantity and quality of their performance improvement suggestions.
A review of the recent literature demonstrated that there are virtually no articles or research papers on the subject of intervention adherence or compliance in executive coaching. This article begins to address that deficit by presenting an 8-component model of coaching effectiveness that includes such elements as the coach--and client--commitment to the path of progressive development, characteristics of client problems, structure of the coaching containment, quality of coaching interventions, and the intervention adherence protocol the coach develops with the client. These elements of coaching effectiveness are explored in more depth in the context of considering the outcome pathways of coaching assignments. Components of a possible adherence protocol for coaching executives are described along with major client and coach problems that contribute to nonadherence. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
Seventy-two articles on executive coaching appearing in mainstream and trade management publications between 1991 and 1998 were analyzed to determine (a) general opinions of the practice of executive coaching and (b) the extent to which training in psychology was described as relevant and useful to coaching practice. A content analysis methodology yielded reliable coding across raters. Results of the review suggest that favorable views of executive coaching far exceed unfavorable views. However psychologists were infrequently recognized as uniquely competent practitioners. Implications of these findings for psychologists in coaching roles are discussed.
This book demonstrates how managers can be more effective in gathering and processing performance information about subordinates, making ratings on performance appraisals and multisource feedback surveys, and feeding back this information in a way that is nonthreatening and leads to productive changes in behavior. It also shows how employees can gather, accept, and use meaningful performance information from appraisals, surveys, and informal discussions to change their own behavior. In doing so, the volume suggests how human resource practitioners and training professionals can help managers give and use feedback more effectively. Five years have elapsed since the first edition of Job Feedback was published. This revision covers the following updates in the field: * new theory and research on organizational performance management; * new methods for linking strategic planning with individual goal setting and development; * the emergence of globalization and cross-cultural factors affecting performance evaluations and the use of technology to collect performance data; and * new chapters on person perception, multisource feedback, team feedback, and feedback in multicultural organizations. © 2003 by Lawrence Erlbaum Associates, Inc. All rights reserved.
Purpose
This article aims to test the effectiveness of coaching for middle and executive level managers within a large recruiting organization.
Design/methodology/approach
Participants set goals to achieve during a 12‐month coaching programme. The sample consisted of middle managers ( n =30) and executive managers ( n =29) involved in US Army recruiting. Outcomes included measures of coached participants' achievement of quota and personal goals, and assessment on nine leader competencies and buy‐in over the one‐year coaching period.
Findings
Coached managers outperformed un‐coached, but experienced/incumbent counterparts. The strongest impact of coaching on performance was for middle managers and their subordinates (as opposed to executive managers). Both groups of participants demonstrated growth on some dimensions of recruiter‐leader competencies and achievement of self‐set goals.
Research limitations/implications
A small and nontraditional sample of military recruiters was used. Future researchers can build on the approach outlined here to more concretely evaluate the impact of their coaching efforts in other populations.
Practical implications
Coaching all recruiter managers could translate into a return on investment of several thousand additional recruits. In addition, the achievement of personally relevant goals with the help of coaching, the development of leader competencies indicates real benefit associated with this form of goal‐based coaching.
Originality/value
We offer one of the first empirical evaluations of the effectiveness of a goal‐based leader coaching intervention. Practitioners and researchers can benefit from this approach by using it to improve coaching effectiveness and demonstrate value to the clients they serve.
This paper conceptualizes feedback as part of a longitudinal performance management process influenced by, and contributing to, the individual's feedback orientation and the organization's feedback culture. Feedback orientation refers to an individual's overall receptivity to feedback, including comfort with feedback, tendency to seek feedback and process it mindfully, and the likelihood of acting on the feedback to guide behavior change and performance improvement. Feedback culture refers to the organization's support for feedback, including nonthreatening, behaviorally focused feedback, coaching to help interpret and use feedback, and a strong link between performance improvement and valued outcomes. Critical events direct attention to the value of feedback and thereby start a performance management cycle of receiving, absorbing, and applying feedback in the following days, weeks, and months. Human resource research and practice need to measure feedback orientation and culture and capture longitudinal feedback processes to better understand and influence the effects of feedback on self-awareness, self-confidence, and job performance.
By serving as mentors, managers can help employees expand their capabilities and improve their performance, but first a manager must create the proper climate and develop the specific skills needed for effective coaching.
Manager coaching skills: What makes a good coach? Performance Improvement Quarterly
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Graham, S., Wedman, J.F., & Garvin-Kester, B. (1994). Manager coaching skills: What makes
a good coach? Performance Improvement Quarterly, 7, 81Á94.
She received her PhD in Industrial/Organizational Psychology from The University of Akron
- Gregory Procter
- Gamble
Jane Brodie Gregory is a manager of leadership development at
Procter and Gamble. She received her PhD in Industrial/Organizational Psychology from The University of Akron. Her research
focuses on coaching, feedback, development, and performance
management.
Coaching for Improved Work Performance
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Fournies, F. (1978). Coaching for Improved Work Performance. New York: Van Nostrand.
Coaching: Theory and practice . Unpublished master's thesis
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Gegner, C. (1997). Coaching: Theory and practice. Unpublished master's thesis, University of
San Francisco, CA.
Coaching: The ASTD trainer's sourcebook
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Coaching in a performance management context: A review and research agenda
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and research agenda. Poster presented at the 25 th Annual Meeting of the Society for
Industrial/Organizational Psychology, New Orleans, LA.
Integrating performance appraisal and development: A model for the future
- J B Gregory
- P E Levy
Gregory, J.B., & Levy, P.E. (2008). Integrating performance appraisal and development: A
model for the future. Poster presented at the 24 th Annual Meeting of the Society for
Industrial/Organizational Psychology, San Francisco, CA.
Coaching in organizations
- J W Smither
- S P Reilly
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people evaluate others in organizations (pp. 221Á252). Mahwah, NJ: Lawrence Erlbaum
Associates.