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1 – 10 of 53Karen L. Cates and Brenda Ellington Booth
Kiera, a young, enthusiastic sales rep, was recently promoted to manager of a sales team of five. In her first year on the job, she tackled a major revamp of the company's…
Abstract
Kiera, a young, enthusiastic sales rep, was recently promoted to manager of a sales team of five. In her first year on the job, she tackled a major revamp of the company's outdated training materials and organized a regional conference for her area, but neither her boss nor corporate seemed to appreciate the work she had been doing. Without support or guidance from her boss, Kiera was confused. What was she supposed to do? Parts A and B of the case present two different perspectives on coaching. Part A contains a narrative from the point of view of the “coachee,” Kiera, who was learning how to work with her boss, ultimately with the assistance of an executive coach. This case focuses on coaching as a tool to enhance self-management and relationship management and to improve personal performance. Part B describes how Kiera started to learn the “coach approach” to managing her team with the continued guidance of her executive coach. She learned to apply the same skills that her coach used with her in Part A to diagnose her team, share feedback, and communicate expectations. She was learning how to listen and ask thoughtful questions, but she also needed to expand her awareness to “other-management” and build her own coaching skills to enhance her team's performance.
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Karen L. Cates and Brenda Ellington Booth
Kiera, a young, enthusiastic sales rep, was recently promoted to manager of a sales team of five. In her first year on the job, she tackled a major revamp of the company's…
Abstract
Kiera, a young, enthusiastic sales rep, was recently promoted to manager of a sales team of five. In her first year on the job, she tackled a major revamp of the company's outdated training materials and organized a regional conference for her area, but neither her boss nor corporate seemed to appreciate the work she had been doing. Without support or guidance from her boss, Kiera was confused. What was she supposed to do? Parts A and B of the case present two different perspectives on coaching. Part A contains a narrative from the point of view of the “coachee,” Kiera, who was learning how to work with her boss, ultimately with the assistance of an executive coach. This case focuses on coaching as a tool to enhance self-management and relationship management and to improve personal performance. Part B describes how Kiera started to learn the “coach approach” to managing her team with the continued guidance of her executive coach. She learned to apply the same skills that her coach used with her in Part A to diagnose her team, share feedback, and communicate expectations. She was learning how to listen and ask thoughtful questions, but she also needed to expand her awareness to “other-management” and build her own coaching skills to enhance her team's performance.
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While this paper proposes a methodology, its purpose is not simply to put forward a technique for addressing a problem. Its aim is also to press the question: Why does this…
Abstract
Purpose
While this paper proposes a methodology, its purpose is not simply to put forward a technique for addressing a problem. Its aim is also to press the question: Why does this “problem” exist? Without addressing this question, one is likely to address the wrong problem, and miss the deeper, long‐term solutions. The author proposes that, by developing these (coaching) skills through a one‐to‐one relationship with an experienced coach, deeper development issues can be addressed.
Design/methodology/approach
The article first poses a question, or set of questions, and follows these questions with propositional answers. The article then supports a particular methodology for working with leaders to build coaching capability and builds on a set of five assumptions to justify that methodology.
Findings
This article has significant implications for how development of leaders, in their coaching roles, is undertaken. The implications for organisation cultures is significant as well. If the presenting problem is not addressed in an in‐depth manner, the cultures which led to the problem will merely continue unchanged.
Originality/value
The tendency in addressing development issues, even with leaders, is to jump to competence solutions. The author's point of view argues that one needs to look deeper, while providing needed individual development. It also argues that, while there is a competence issue involved, it is first a cultural one.
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The purpose of this paper is to compare the impact of a long‐term (13‐week, spaced learning) with a short‐term (two‐day, block intensive) coaching skills training programme on…
Abstract
Purpose
The purpose of this paper is to compare the impact of a long‐term (13‐week, spaced learning) with a short‐term (two‐day, block intensive) coaching skills training programme on participants' coaching skills and emotional intelligence.
Design/methodology/approach
In the study 23 participants completed a 13‐week coaching skills training course which consisted of weekly 2.5‐hour workshops and action learning. In comparison, 20 participants completed a two‐day “Manager as Coach” training programme, with a three‐week action learning break between day one and day two. Both training programmes used the same coaching frameworks, with the two‐day programme being more condensed.
Findings
Participation in the 13‐week training course was associated with increases in both goal‐focused coaching skills and emotional intelligence, whereas the two‐day block intensive training was associated with increased goal‐focused coaching skills, but not emotional intelligence. Further, the magnitude of the increase in goal‐focused coaching skills was less for the two‐day programme than for the 13‐week programme.
Research limitations/implications
These studies used a quasi‐experimental pre‐post design, and the long‐term effects were not measured. Future research should use control groups and random assignment to short‐ or long‐term training.
Practical implications
The main implications of these findings are that, while short, intensive programmes may improve participants' goal‐focused coaching skills, organisations seeking to deepen the impact of “Manager as Coach” training programmes and improve the underlying emotional intelligence of participants should use a spaced learning approach over a number of weeks.
Originality/value
This is the first study to examine the impact of different approaches to coaching skills training and their impact on emotional intelligence.
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Thomas Borup Kristensen, Henrik Saabye and Amy Edmondson
The purpose of this study is to empirically test how problem-solving lean practices, along with leaders as learning facilitators in an action learning approach, can be transferred…
Abstract
Purpose
The purpose of this study is to empirically test how problem-solving lean practices, along with leaders as learning facilitators in an action learning approach, can be transferred from a production context to a knowledge work context for the purpose of becoming a learning organization while enhancing performance. This is important to study because many organizations struggle to enhance efficiency in the short term while still trying to be long-term learning oriented (i.e. learning organization development).
Design/methodology/approach
The authors draw on theory on learning interventions to show how lean practices for problem-solving can foster learning and help an organization to become adaptive. This study’s subject is a non-production department of 100 employees at the LEGO corporation. The authors applied survey results from a natural experiment lasting 18 months between a pre-measurement survey and a post-measurement survey. The results were compared to a control department of 50 employees who were not exposed to the lean practices intervention. The authors’ focus was on the individual level as individuals have different perceptions of lean practices, performance, and learning.
Findings
Using repeated-measures tests, difference-in-difference regressions analyses, and structural equation models, the authors find that a package of contemporary lean practices for problem-solving, along with leaders who function as learning facilitators, significantly improved learning organization dimensions while also enhancing efficiency and quality and that learning organizations positively mediate the relationship between the lean intervention and quality-related performance, while efficiency is directly affected by the lean interventions. Data from LEGO's key performance indicators (KPIs), benefit trackers, on-site observations and more than 40 interviews with managers provided results that were consistent with the survey data. A detailed description of the lean practices implemented is provided to inspire future implementations in non-operations environments and to assist educators.
Research limitations/implications
The authors contribute to the learning literature by showing that a learning-to-learn approach to lean management can serve as an active and deliberate intervention in helping an organization becoming a learning organization as perceived by the individual organizational members. The authors also add to the lean literature by showing how a learning approach to lean, as used by LEGO, can positively affect short-term efficiency and quality and create a foundation for a longer-term competitive advantage (i.e. a learning organization) in a non-production context. By contrast, most of the lean literature streams treat efficiency separately from a learning organization and mainly examine lean in a production context.
Originality/value
The extant literature shows three research streams on lean, learning, and performance. The authors built on these streams by trying to emphasize both learning and efficiency. Prior research has not empirically tested whether and how the application of problem-solving lean practices combined with leaders as learning facilitators helps to create a comprehensive learning organization while enhancing performance in a non-production context.
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Prabhjot Kaur, Anupama Prashar and Jyotsna Bhatnagar
Lens of conservation of resources (COR) theory has been used to study how organizations can create resource passageways for their employees via managers. This has been examined in…
Abstract
Purpose
Lens of conservation of resources (COR) theory has been used to study how organizations can create resource passageways for their employees via managers. This has been examined in cross-cultural virtual work teams distributed across time and space within the high-resource loss context of the COVID-19 pandemic.
Design/methodology/approach
Longitudinal field design was used in a transnational organization involving data collection at three times over eight months. At Time 1, qualitative methodology was used to propose a conceptual model. At Time 2 and Time 3, an online survey was used to collect data for 205 virtual work teams across 10 countries in the Asia–Pacific region pre and post “manager as coach” training respectively.
Findings
Using COR theory, the study highlights that “manager as coach” training is an effective resource for managers in the high resource depletion context of the pandemic. Access to timely support increases saliency for the resource-gain spiral and has a cross-over impact on virtual work team outcomes suggesting transferability of resources from managers to subordinates. Also, managers across all nationalities view coaching training as an equally valuable resource.
Practical implications
The study provides evidence for investment in timely and relevant support for managers to positively and swiftly impact virtual work teams during high-resource loss contexts.
Originality/value
The study expands COR crossover theory across space and time dimensions using a longitudinal field research design.
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This paper's aim is to assist organizational development (OD) managers in the design and implementation of a coaching culture in their organization.
Abstract
Purpose
This paper's aim is to assist organizational development (OD) managers in the design and implementation of a coaching culture in their organization.
Design/methodology/approach
This is a conceptual/discussion paper, which draws on case real world examples and is supported by the coaching literature.
Findings
OD managers must consider a range of factors when designing and implementing a coaching culture including: the motivation of a leader to coach; the health of internal coaching relationships; and role modeling.
Originality/value
There is little in the coaching literature that explores or provides practical insight into the design and implementation of coaching cultures. In particular, this paper provides insight into the motivational dimensions of establishing a coaching culture, and provides practical examples of how it applies in practice.
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Julia Milner, Grace McCarthy and Trenton Milner
The demand for leaders to coach their employees is increasing as the benefits become more and more evident. However, little is known about the training managers have received in…
Abstract
Purpose
The demand for leaders to coach their employees is increasing as the benefits become more and more evident. However, little is known about the training managers have received in coaching or what support is available/required from their organizations. The paper aims to discuss this issue.
Design/methodology/approach
The paper encompassed a survey of 580 managers in Australian organizations with more than 200 employees. The authors used qualitative thematic analysis to examine the extensive free text answers.
Findings
The findings indicated that while some managers had received some form of training in coaching (30-40 percent, depending on training type), 40 percent of them expressed a desire for introductory and/or further training. The findings suggest that training should be tailored to the managerial context instead of a generic coaching training, with a more structured and coordinated approach to organizational coaching required.
Practical implications
Organizations could benefit from supporting managers with the following strategies: Why – Organizations need to explain clearly why a coaching leadership style is beneficial. How – Training can come in many forms from workshops to “on-the-job” learning. When – Managers want more insights into when and when not to use a coaching style. What – it should not be assumed that all leaders possess coaching skills but rather those coaching skills need to be acquired and developed.
Originality/value
This paper offers insight into current training and support structures for “leadership coaching”, and suggests strategies to help managers to implement coaching as a leadership skillset.
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The purpose of this paper is to examine high school educators’ (three teachers, a career counselor and a social worker) perceptions of training to develop a coach mindset and the…
Abstract
Purpose
The purpose of this paper is to examine high school educators’ (three teachers, a career counselor and a social worker) perceptions of training to develop a coach mindset and the perceived impact of the training on their professional and personal well-being.
Design/methodology/approach
Individual semi-structured interviews and 16 h of observational data of professional development were collected.
Findings
Five themes emerged from the data. Participants: challenged themselves to work on coach skills; affirmed the importance of relationships; identified areas of increased skill development; envisioned coach training throughout the school; and applied a coach mindset in other domains. These themes are related to two constructs of psychological capital – efficacy and hope – which contributed to participants’ professional and personal well-being.
Research limitations/implications
The low number and selection of participants make transferability of the findings difficult.
Practical implications
Findings indicate that a coach mindset may increase educators’ well-being as they learn to build positive student, collegial and personal relationships. Recommendations for further research include exploring relationships between the development of a coach mindset, increased positive student outcomes and educator well-being.
Social implications
The development of a coach mindset may lead to increased educator well-being and positivity.
Originality/value
As few empirical studies exist regarding the effectiveness of coach training for teachers, the findings of this study fill a gap in the literature regarding these topics.
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