Employee Coaching Research Papers - Academia.edu (original) (raw)

Executive coaching is now seen in many organisations, both private and public, as an essential professional development intervention. While in the recent past, coaches may have been engaged by individual senior managers, it is increasingly the case that they are used throughout the management structure of organisations. As a result, many organisations have had to engage the services of teams or ‘faculties’ of coaches, either recruited individually, engaged ‘en mass’ from coaching or management consultancy organisations, or developed internally. This raises a number of questions, not least of which are:
• Should an organisation use internal or external coaches?
• How should these coaches be recruited and selected?
• How should coaches and coachees be match?
• How should the coaching faculty be managed?
This chapter will offer a tentative model for answering these questions, based partly on the author’s personal experience of being recruited into a corporate coaching faculty, partly on recruiting a coaching faculty for a government-sponsored initiative, and, in part, on recent research findings.

This chapter sets out to identify what kinds of models of supervision are appropriate to coaches. In undertaking this objective, models and lessons from the supervision of counsellors and psychotherapists will be explored. There are three reasons for this. Firstly, many current practicing coaches are professionally trained and have practiced, or are practising, as counsellors or psychotherapist. Secondly, there has been over 30 years of debate and analysis of alternative models of supervision from which lessons for coaching supervision can be drawn. Thirdly, even when coaching focuses ostensibly on business issues, personal, experiential and problem-based themes often flow out of the coaching process. These include ‘red flag’ issues when the coachee may be experiencing psychological difficulties. As Whybrow and Palmer (2006) suggest, even non-clinical populations contain potentially vulnerable clients. It seems, therefore, that (arguably) supervision models from a counselling or psychological background may have some relevance for all business and evidence-based coaches.

This study entitled " A Quality of Work Life of employees' in Arumugam Spinning mills (p) ltd, Chatrapatti ". The extrinsic determinants of QWL such as pay, benefits. QWL play a major role for job satisfaction. It automatically improves organizational and operational productivity. It also can develop working conditions that are excellent for employees as well as for the economic health of the organization. Quality of Work Life has direct impact on human outcomes and it significantly needed to reduce absenteeism, minor accidents, and grievances and quits. This study is to analyse the various factor influencing the quality of work life such as Adequate and fair compensation, working environment, development of human capacities, flexible work schedule. In this study to analyse the relationship between Quality of work life and overall satisfaction among male & female employees' in Arumugam spinning mills (p) ltd, Chatrapatti.

This paper examines what workplace stress is and what causes it. It will also investigate whether a coaching intervention can be effective in tackling workplace stress, or indeed, whether it can bring innovation in this area. Coaching is becoming increasingly popular and is viewed positively within organizations (Peltier, 2002); yet, to date, there is limited research into demonstrating a link between coaching and reducing the workplace stress of inflicted employees. This paper will attempt to start filling this research gap. It will provide definitions of workplace stress and coaching; will further review existing literature in attempts to finding the answer to whether coaching can be effective in reducing workplace stress, and; will examine potential methods to reduce workplace stress. Importantly, the paper will give suggestions for focus or directions for further research initiatives.

Managerial coaching is a process of feedback provision, behavioral modeling, and goal setting with subordinates to improve their performance and address their personal challenges. Despite the popularity of coaching as a management practice, the impact of coaching on objective measures of performance remains unclear. To this end, we tested a multi-level model linking managerial coaching frequency and skill to the sales goal attainment of 1,246 sales representatives in 136 teams within a pharmaceuticals organization over a year. Managers’ coaching skill, which was evaluated in the context of a training exercise, was directly related to the annual sales goal attainment of the sales representatives that they supervised. This effect was partially mediated by team-level role clarity as predicted by feedback intervention theory and goal setting theory. Additionally, coaching skill had a cross-level moderating effect on the relationship between coaching frequency and sales goal attainment; coaching frequency had a negative effect on goal attainment when coaching skill was low. We discuss the implications of this finding for coaching research and practice. Overall, our results demonstrate the clear theoretical and practical importance of effective managerial coaching by drawing on multi-source and multi-level measurements with a predictive design.

- by Stephen Dwight and +1
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- Performance Management, Employee Coaching, Executive Coaching, Sales Management

This article concerns the extent to which corrupt behavior is dependent on the organizational power structure and the resources available for illegal exchange. This qualitative study is based on 42 in-depth interviews with organizational actors in different organizations in Hungary. Four core themes emerged from the analysis of the interviews: (a) isolated corruption at the bottom, (b) the middle level’s own corruption, (c) “technicization” when middle-level professionals and expert groups are used to legalize the corruption of the dominant coalition, and (d) “turning-off controls” when organizational elites intentionally deactivate internal and external controls to avoid detection.

- by David Jancsics
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- Business, Industrial And Labor Relations, Organizational Behavior, Management

"Purpose – The purpose of this paper is to examine conceptual and theoretical links between intuition and coaching; investigate accomplished coaches’ practical experiences of intuition; identify skill set of an intuitive coach; discuss implications of findings for coaches’, HRD professionals’, and line managers’ learning and development.
Design/methodology/approach – In-depth, semi-structured, individual interviews with 14 accomplished experienced executive coaches (eight males and six females) averaging 14.5 years as
a coach.
Findings – Outline of core attributes of an intuitive coach.
Originality/value – Immersion in experience, a reflective approach to practice, effective feedback and supervision, and attending to personal well-being are likely to enable coaches, HRD practitioners
and line managers to take a more informed and intelligent approach to “going with their gut” in coaching and other situations where inter- and intra-personal awareness are important.
Keywords Coaching, Competences, Intuition, Human resource development
Paper type Research paper
Introduction"

- by David E Gray
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- Business, Business Administration, Coaching Psychology, Coaching (Education)

Abstract: The challenges of the leadership faced by the dialogical coach, are: to succeed in opening a permanent thoughtful and reflective space, focusing on dialogue. The dialogical coach faces the growing complexity and acts as a service transformational, participative leadership, which makes a 'generous listening, meaning to be deeply conscious of the other’s aim, of the meaning of his future possibilities. A leadership capable of crossing and going beyond boundaries, that divide and at the same time link, capable of being 'social, a leader who is a capable and active follower. The coach is capable of 'causing' capabilities, of widening these capabilities, he is capable of negotiating among the different parts, among the different points of view. The coach considers leadership as relational action in an evolving context.
Key words: Dialogue, Coaching, Leadership, Exotopia, Awareness, Transformational

- by Marco Braghero
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- Coaching Psychology, Dialogue, Dialogical Psychology, Dialogue Studies

This article presents a conceptual model of leadership supervision based on theories of parenting found to develop secure and well-adjusted children into productive, high-functioning adults. It describes the roles and expectations of a leader that
correlate with the role of a parent and discusses theories of attachment and transference that explain why these parallels
exist. It also discusses theories of leadership that support the extension of parenting style theory to leadership practice
in supervisory engagements along with the limitations of extending a parenting metaphor to leadership supervision. The
model itself is then explained and includes a perspective on the requisite elements of a developmentally oriented approach
to supervision. It concludes with recommendations for implementation of an inductive supervision model in leadership
settings.

- by K. Candis Best
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- Supervisory Control, Employee engagement, Employee Coaching

Why coaching over 3 - 4 months has more value than coaching over 4 - 6 weeks

- by NLP Life Coach
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- Coaching Psychology, Long Term Care, Coaching (Education), Literacy Coaching
- by Leon Conrad
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- Mentoring, Coaching (Education), Mentoring and Leadership, Leadership and Mentoring

Conflict resolution (CR) has been known by several different names, including conflict management, dispute resolution, and alternative dispute resolution. Regardless of the name, the core skills and interventions are the same, and some of them will be familiar to employee assistance professionals. Opportunities for collaboration between EA and CR professionals have expanded over the last few years (Margulies 2008; Porter and Sawyer-Harmon 2005; Wilburn 2006), in part because of the similarities between the two fields. Both seek to empower individuals to resolve their own problems, use similar skill sets, and encourage alternative means of resolving workplace disputes and conflicts. This article provides an overview of some of the basic skills and interventions used by conflict resolution professionals and lists CR-specific references and resources. It also offers examples of direct applications of CR skills to EA practices.

- by Sherrill Hayes
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- Adult Education, Dispute Resolution, Human Resource Management, Workplace Studies

This article concerns the extent to which corrupt behavior is dependent on the organizational power structure and the resources available for illegal exchange. This qualitative study is based on 42 in-depth interviews with organizational actors in different organizations in Hungary. Four core themes emerged from the analysis of the interviews: (a) isolated corruption at the bottom, (b) the middle level's own corruption, (c) "technicization" when middle-level professionals and expert groups are used to legalize the corruption of the dominant coalition, and (d) "turning-off controls" when organizational elites intentionally deactivate internal and external controls to avoid detection.

- by István Jávor
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- Business, Industrial And Labor Relations, Organizational Behavior, Management

The article of record as published may be found at http://dx.doi.org/10.1177/0021886315594007This study uses regulatory focus theory to take a holistic perspective on employee coaching. The contrasting effects of facilitative versus pressure-based coaching on changes in team effectiveness were examined over a 54-month period of time. Results of growth curve analysis on a sample of 714 managers and their teams indicated that facilitative and pressure-based coaching had opposing direct and indirect effects on long-term changes in team performance, with team commitment playing a critical role in this process. Specifically, facilitative coaching positively influenced team commitment and, in turn, team effectiveness. In contrast, pressure-based coaching hindered team functioning by negatively influencing team commitment through heightened levels of tension within the team. Limitations and areas for future research are discussed

- by Frank Shipper
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- Regulatory Focus, Employee Coaching, Team Effectiveness

Without support for the development of leadership talents and the chance to climb the career ladder, many teachers will leave the teaching sector in search of other career opportunities that will provide an outlet for their interests and talents. Coaching is potentially a way to help teachers fulfil, support and encourage their leadership talents. Being able to employ management and leadership skills is said to be a major determinant of success or failure in education but those who believe that they can make a difference are more likely to see coaching as a tool that can help them expand and strengthen their teaching skills. Although educational leadership has been extensively investigated over the years, educational coaching as a form of leadership development has not been as well researched. This raises the question: can coaching help to create a teacher‐leader? The results from this case study have shown that the use of coaching workshops and one‐on‐one sessions may be an effective way for educational professionals to develop their leadership skills through continual professional development.