Revision and Validation of an Instrument Measuring Managerial Coaching Skills in Organizations Sohee Park Personnel Decisions International (original) (raw)
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Revision and Validation of an Instrument Measuring Managerial Coaching Skills in Organizations
With the increasing attention on managerial coaching as an effective leadership initiative in organizations, there have been increasing needs for reliable and valid tools to assess managers' coaching skills. This study reviewed and revised an existing instrument measuring coaching skills in organizations created by McLean, Yang, Kuo, Tolbert, and Larkin (2005). Through qualitative and quantitative efforts, this study identified five dimensions of managerial coaching skills and validated the revised instrument measuring coaching skills in organizations.
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While coaching has been conceived as a new managerial strategy and effective leadership initiative in organizations, the concept of 'manager as coach' has gained considerably popularity. In this context, the interest for reliable and valid tools to assess managers' coaching skills increased among practitioners and organizations. This paper provides additional analyses of an instrument assessing managers' coaching skills in business settings and examines a theoretical model in identifying manager coaching skills from two informational sources, namely self-report and other-report. This work does not only continue the development of the base of empirical research on managerial coaching, but also offers some guidelines for further testing and development of valid and reliable instruments for the assessment and understanding of managers' coaching skills.
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The concept of managers and managerial leaders assuming the developmental role of coaching has gained considerable attention in recent years as organizations seek to leverage learning by creating infrastructures that foster employee learning and development. However, despite the increasing focus on managerial coaching and the many contentions that coaching is an essential feature of really effective management, the literature remains predominantly practicebased and atheoretical. The present study attempts to address this lack of a sound and sufficient empirical base by presenting the results of a cross-cultural comparison of the empirical findings from several previous 'managerial coaching effectiveness' and 'managerial and leadership effectiveness' studies completed by the authors in their three respective countries. Its specific aim is to demonstrate empirically the extent to which being an effective coach is an essential feature of being an effective manager and/or managerial leader.
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Executive coaching is a formal engagement in which a qualified coach, works with an organizational leader in a series of dynamic and confidential sessions designed to establish and achieve clear goals that will result in improved managerial performance. Coaching is fundamentally a process for facilitating learning and change, which is another way to describe development (Kram & Ting, 2006). Why do executives need coaching? Can't they do it on their own? It is because no individual in this world is accurate in making his own assessment. Moreover, it takes lot of time and effort to research and understand one's own strengths and limitations. Why struggle seeking answers on your own through trial and error when help is at your fingertips? A professional coach can help improve your life, career and work performance.<br> A lot of managerial professionals are seeking executive coaching in order to enhance their leadership skills, expand their advancement opportunities or a...
From Manager to Coach: How Managers Change Following Managerial Coaching Model Implementation
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This qualitative case study explored changes and developments of managers behaviors, skills, and beliefs following the implementation of a managerial coaching model the lens of Riboldi's (2009) principles of change. Participants included 18 (78%) managers and 21 (70%) individual contributors within one small pharmaceutical organization in the mid-Atlantic region. Prior to data collection, all participants completed the managerial coaching training and were practicing the tools and techniques. The methodology utilized for manager participants included one 60-minute virtual focus group session and two virtual one-on-one, semi-structured interviews comprised of open-ended questions, self-anchoring scale, and ranking activity. Demographic data was also collected from manager participants. The individual contributors completed a survey about the changes in their manager's. The overarching findings of this study were: 1) shared purpose, 2) effective conversations, 3) enriching relationships, and 4) safe environment. Several implications for further research and practice resulted from the study. For research, implications include the exploration of: 1) manager participants' visions of their ideal coaching self and practices being utilized towards that end, 2) how focus groups could facilitate embedding managerial coaching cross-organizationally, and 3) adopting managerial coaching Summary Chapter presented an introduction that suggests managerial coaching brings value to organizations. Chapter 1 also presented the problem, the research questions, the significance of the study, key terms, and limitations of the study. Chapter 2 offers a critical presentation of the literature on the Managerial Coaching as a Paradigm Shift, Principles of Change, and Effective Managerial Coaching Behaviors, Skills, and Beliefs. Chapter 3 describes the research methodology to be used in the study. Chapter 4 analyzes the data collected and presents findings. A discussion of the findings appears in Chapter 5, and conclusions, implications, and recommendations to this study are included in Chapter 6. Lastly, this study concludes with references, tables, and appendices. Chapter 2: Literature Review Cronin et al. (2008) described the literature review as "an objective, thorough summary and critical analysis of the relevant available research and non-research literature on the topic being studied" (pp. 38-39). This review's objective was to provide literature that frames the phenomenon of changes and development of managerial coaching behaviors, skills, and beliefs of managers through the implementation of a managerial coaching model using Riboldi's (2009) principles of change. This literature review is organized into three main sections: 1) Managerial Coaching Implementation as a Paradigm Shift, 2) Principles of Change, and 3) Effective Managerial Coaching Behaviors, Skills, and Beliefs. Several research databases, such as Google Scholar and EBSCOhost, were used to identify conceptual and empirical research on change, managerial coaching, and managers as coaches. The following keywords were used to guide searches in the databases: change, coaching and organizational change, managerial coaching, managerial coaching implementation, supervisor coaching, managerial coaching efficacy, catalysts for managerial coaching, coaching skills, coaching behaviors, coaching competencies, organizational climate for coaching, implementing a coaching model, and value of coaching, coaching effectiveness, development, engagement, talent management, and performance management. As Grant (2016) suggests, the literature search should include multidisciplinary , peer-reviewed articles to directly and indirectly inform the research to answer the research question.
Developing Managerial Skills Through Coaching: Efficacy of a Cognitive-Behavioral Coaching Program
Journal of Rational-Emotive & Cognitive-Behavior Therapy, 2015
Managerial coaching is currently seen as an effective leadership practice facilitating learning process of the employees for performing better and being more effective in organizations. This article builds on recent research on the importance of the managerial coaching by empirically investigating the effects of a cognitive-behavioral coaching programme over mid-level managers. Due to the similarities between managerial coaching behaviors and transformational leadership behaviors, we have adopted the transformational leadership model as theoretical framework for evaluating management behaviors. The study used a pre-posttest approach to test the effects of the coaching program especially designed for 23 mid-level managers having as responsibility the supervision of production teams in a multinational organization. The major aims of the program consisted of: developing managerial coaching skills, assertive communication skills, motivation of subordinates. Overall, the analysis of results elicited an increase of scores in the leadership behavior dimensions measured by multifactor leadership questionnaire that are part of the managerial coaching skills. Besides, the effectiveness perceived as an indicator of performance was significantly higher upon completion of the coaching program. Findings suggest that coaching, as a professional development method, has great potential to contribute to the managerial behaviors that facilitate development at subordinate level, as they are captured by some transformational and transactional scales. Such knowledge can be informative for practitioners as well in developing effective managers and leaders and understanding and managing employee attitudes and behaviors in organizations.
Management Performance by Coaching
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The management performance is, probably, the main condition for an organization's success. Management performance in organizations is related and could be increased by using different methods, such as: personal development plan, creating an organizational culture for performance, regular meetings and discussions, direct communication with employees, offering employees' feedback and others. Nevertheless, in the last decades, different authors consider that the management performance could be expressed in terms of coaching. This paper is aiming to review and synthesize the main literature regarding the concept of coaching, to underline some of the management performance tools and models and to propose a conceptual process to increase the management performance by coaching. The methodology of research is based on the literature review and our own experience and judgments.
Managerial Coaching Competencies Used by Managers for Performance Improvement
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TABLE 1 TEN MOST FREQUENTLY REFERENCED COMPETENCIES IN LITERATURE COMPETENCY DEFINITION NO. OF TIMES REFERENCED Supportive Environment Supporting all aspects of the direct report in the workplace by expanding their expertise, offering opportunities to grow and learn, acting as a sounding board, and motivating them to do their best performance. Providing Feedback Feedback should be informed and timely. Feedback should be clear and constructive and open for discussion. Create a collaborative plan to move forward. Analysis of Concerns/ Evaluation Objectively review all available data, written and verbal, and direct observations. Leader Expectations/ Performance Expectations Communicate early and often the job and personal expectations and give specific guidance on those expectations (Graham et al., 1994, p. 87). Show them the importance of meeting those expectations. Communicating Open between manager and direct report, two-way communication, communicate in person and through various electronic means. Listening Concentrate on what they are saying, avoid interrupting, and demonstrate alertness and interest Gilley & Gilley, 2007, p. 42). Goals/Solutions focused Help direct reports define and then write a specific, measurable, achievable, and timely solution plan (Gilley & Gilley, 2007, p. 51). Creating a Learning Environment Organize meetings and activities, use learning plans, and create formal and informal opportunities to help employees grow and develop. Providing Resources Remove barriers and provide many types of materials and assistance. Informing and Advising Assist direct reports by helping them to integrate into organization and team culture, inform them of career paths available, and counsel them in communication and interactions they have with others.
A quasi-experimental study on management coaching effectiveness
Consulting Psychology Journal: Practice and Research, 2006
Coaching has become an important managerial instrument of support. However, there is lack of research on its effectiveness. The authors conducted a quasi-experimental study to figure out whether coaching really leads to presupposed individual goals. Sixty managers of the federal government were divided in two groups: one group followed a coaching program, the other did not. Before the coaching program started (Time 1), self-efficacy beliefs and outcome expectancies were measured, linked to three central domains of functioning: setting one's own goals, acting in a balanced way and mindful living and working. Four months later (Time 2), the same variables were measured again. Results showed that the coached group scored significantly higher than the control group on two variables: outcome expectancies to act in a balanced way and self-efficacy beliefs to set one's own goals. Future examination might reveal whether coaching will also be effective among managers who work at different management levels, whether the effects found will be long-lasting, and whether subordinates experience differences in the way their manager functions before and after the coaching.
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This evaluation survey was conducted following a leadership coaching program in which 37 senior leaders and managers participated. The survey aimed to examine the impact of the leadership coaching program in terms of both formative evaluation or how the program was delivered and summative evaluation or the broader impact of the program. A total of 105/250 individuals responded to the survey giving a response rate of 42%. Quantitative analysis showed that respondents were extremely positive about the relevance of the program to developing leaders at their organisation and the level of the intervention. In terms of effective elements of the program, the coaching relationship received the highest scoring responses. Respondents reported perceiving significant positive change at the individual, team and organisational level and these changes were attributed to the coaching program. For changes at the individual and team level, there was a significant trend for participants and raters to perceive greater changes than other employees. This trend was also apparent when the results were analysed by level with those higher in the organisation perceiving the greatest change. A conservative calculation on the return on the investment (ROI) gave a figure of 856%. Specific recommendations from the program in relation to how the program could be run more effectively and how the leadership coaching could be more effectively integrated into the organisation are discussed.