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1 – 10 of over 3000Paul Lyons and Randall P. Bandura
The purpose of this paper is to use recent empirical research and theory to help explain how a manager may assume a coaching role to assist employee learning and growth. In the…
Abstract
Purpose
The purpose of this paper is to use recent empirical research and theory to help explain how a manager may assume a coaching role to assist employee learning and growth. In the coaching role, performance appraisal and other information may be carefully used as feedback to reinforce growth mindset learning in the service of employee development and engagement in work tasks and in the organization.
Design/methodology/approach
Aided by search devices (Psych Articles, Google Scholar, etc.), this study explored several distinct areas of information to include: manager-as-coach, performance management/appraisal, engagement with work, mindsets – fixed and growth, feedback and self-regulation of learning. Across these domains, this study searched for linkages useful in guiding managers to assist employees to learn and change.
Findings
Coaching employees to embrace a growth mindset and one’s self-regulation of learning has been expressed as a means to improve performance, resiliency, persistence, ability to cope with change and motivation.
Practical implications
Explicit, grounded recommendations are offered to assist managers to guide employees to embrace a growth mindset and take charge of their own learning and development.
Originality/value
Through examination and coordination of streams of research and theory, the study are able to make reasonably clear some avenues for a manager to attempt to positively influence employee confidence, learning, success and growth.
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Alicia Sepulveda and Matthew Birnbaum
Coaching in higher education has become increasingly common across the United States. Our qualitative study explores the perceptions of coaches and advisors, as they consider…
Abstract
Purpose
Coaching in higher education has become increasingly common across the United States. Our qualitative study explores the perceptions of coaches and advisors, as they consider academic coaching as a role distinct from academic advising.
Design/methodology/approach
Our study adopts a qualitative research approach. Two focus groups were conducted with 14 coaching and academic advising professionals.
Findings
Our findings identify at least three major themes when considering academic coaching as a role distinct from academic advising: (1) Potential role overlap, (2) Caseload disparities and (3) Philosophical differences. The indiscriminate use of the title of “coach” contributed to confusion, ambiguity and tension.
Practical implications
Without a clear understanding of the coach role as a distinct type of support in higher education, confusion and ambiguity are likely to continue.
Originality/value
No studies have explored the perceptions of coaches and advisors, as they consider academic coaching as a role distinct in the United States.
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Jörg Hruby, Rodrigo Jorge de Melo, Eyden Samunderu and Jonathan Hartel
Global Mindset (GM) is a multifaceted construct that has received broad interest among practitioners and academics. It is a fragmented construct at this point in time, due to…
Abstract
Global Mindset (GM) is a multifaceted construct that has received broad interest among practitioners and academics. It is a fragmented construct at this point in time, due to definitional overlap with other constructs such as global leadership and cultural intelligence. This overlap has created complexity for research that attempts to understand GM in isolation. Lack of clear boundaries in defining and conceptualizing this construct challenges researchers who are attempting to capture fully what constitutes GM. Our work seeks to better understand and explain what underlines the individual GM construct and how does this impact the development of global competencies in individual managers.
We systematically review and analyze the individual GM literature thematically to provide an overview of the extant research from a broad array of scholarly sources dating from 1994 to 2017. Our work offers a thematic analysis that provides a visual guide to GM by tracking the corpus of individual-level GM studies. We categorize the research according to its theoretical groundings and basic concepts and proceed review how GM has been operationalized at the individual level and measured. Next, we integrate major dimensions in the GM research and propose a framework to enhance understanding of the phenomenon. Finally, we discuss the implications of our review for the development of GM for practitioners, coaches and trainers.
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Morten Emil Berg and Jan Terje Karlsen
The purpose of this paper is to describe and discuss how project managers practice a coaching leadership style (CLS).
Abstract
Purpose
The purpose of this paper is to describe and discuss how project managers practice a coaching leadership style (CLS).
Design/methodology/approach
This paper is based on a case study of an organization practicing coaching in projects.
Findings
The research findings show that to succeed with a CLS, project managers must have a large toolbox, which includes signature strengths, self-management and a give culture. Further, the paper describes how a model consisting of two learning processes can help to implement a CLS in practice.
Research limitations/implications
This study is exploratory, contributing to the development of a substantive theory. Theory testing as well as more in-depth investigation of mental models of a CLS would be valuable.
Practical implications
Coaching leadership theories offer insights that can be leveraged to make project management more effective through improved research foundations.
Originality/value
This paper focuses on how a CLS is carried out in projects and how it can be improved and should thus be of interest to managers searching for tools and models for effective leadership.
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The purpose of this paper is to reference academic publications and semi-structured interviews with management experts employing a coaching style within their teams to create a…
Abstract
Purpose
The purpose of this paper is to reference academic publications and semi-structured interviews with management experts employing a coaching style within their teams to create a platform for evaluating specific coaching mechanisms, evolving insights to the characteristics required of a manager applying coaching to deal with team challenge. A practical perspective led by managers using critical incidents to explore and highlight areas of experience and expertise in dealing with team challenge.
Design/methodology/approach
This qualitative assessment was derived from 30 semi-structured interviews which were recorded, transcribed and thematically analysed to assist in added insight for work-based management of dealing with team challenge. Data from 30 interviews were collected via Skype, FaceTime or Zoom to create the necessary rapport and capture the experience of dealing with team challenge. An audio record of each interview was captured to create a synchronised, fully indexed transcript from which characteristics and mechanisms could be identified.
Findings
Findings illustrated that the characteristics of the work-based manager themselves is an essential part of the mix when dealing with team challenge, the application of a coaching style accentuated the competencies and characteristics required of the manager to successfully address team challenge, demanding a specific coaching mindset. The starting point is the manager themselves knowing all the details before they intervene by utilising the traditional competencies of a professional coach.
Research limitations/implications
Only one sample of 30 interviewees contributed to this research, a wider sample would be advisable, including a wider cultural base to assess characteristics in a variety of contexts. There was a wide sector representation in this research (public, private and third sector), but specific sector analysis would also be interesting to assess validity of results more rigorously.
Practical implications
The practical outputs from this research of the manager’s self-assessment can be used by managers as a check list when dealing with team challenge or by HR managers as an assessment tool to decide which managers to invest in coaching training. The characteristics may be a means of deciphering the skills of the managers. Finally the self-assessment could be used as a training tool to support work-based learning or coach training on how to address team challenge and offer a discussion prompt around these elements as being essential.
Social implications
Coaching dialogue is a social interaction and this research contributes to enhancing the quality and purpose of social interactions in the workplace. By employing a coaching style of listening, questioning and reflecting managers can utliise a standard framework for solving issues in the workplace.
Originality/value
Dealing with challenge in teams through the analysis of the coaching style applied by 30 managers is unique, the value added through this research has been an enhanced appreciation of the manager as coach role and an appreciation to the established team models of Fleishman, Katzenbach and Smith, Hackman and Edmondson. This added layer enabling managers to deal with team challenge associated with our ever changing work environment.
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Jonathan Passmore and David Tee
This study aimed to evaluate the potential of artificial intelligence (AI) as a tool for knowledge synthesis, the production of written content and the delivery of coaching…
Abstract
Purpose
This study aimed to evaluate the potential of artificial intelligence (AI) as a tool for knowledge synthesis, the production of written content and the delivery of coaching conversations.
Design/methodology/approach
The research employed the use of experts to evaluate the outputs from ChatGPT's AI tool in blind tests to review the accuracy and value of outcomes for written content and for coaching conversations.
Findings
The results from these tasks indicate that there is a significant gap between comparative search tools such as Google Scholar, specialist online discovery tools (EBSCO and PsycNet) and GPT-4's performance. GPT-4 lacks the accuracy and detail which can be found through other tools, although the material produced has strong face validity. It argues organisations, academic institutions and training providers should put in place policies regarding the use of such tools, and professional bodies should amend ethical codes of practice to reduce the risks of false claims being used in published work.
Originality/value
This is the first research paper to evaluate the current potential of generative AI tools for research, knowledge curation and coaching conversations.
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This study aims to investigate how hotel managers with incremental mindsets influence the organisational citizenship behaviours (OCBs) of their subordinates through the process of…
Abstract
Purpose
This study aims to investigate how hotel managers with incremental mindsets influence the organisational citizenship behaviours (OCBs) of their subordinates through the process of coaching.
Design/methodology/approach
Surveys were collected from managers and employees of 12 five star hotels operating in Northern Cyprus. A sample of 176 employees and 40 managers from 40 departments responded to the survey. As the employees are nested in the departments, a multilevel analysis using hierarchical linear modelling was utilised.
Findings
Effects of higher incremental mindsets of managers on the OCBs of their subordinates are mediated by the coaching behaviour of the managers. Effective coaching serves as a mechanism through which the incremental mindsets lead to higher levels of employee OCBs.
Practical implications
A growth mindset-oriented organisational culture should be formed in hospitality organisations with shared beliefs that employee abilities are malleable and can be developed. Hotels should not only seek managers who have experience and knowledge, but should also strive to attract managers with incremental mindsets.
Originality/value
The study contributes to social exchange theory, the mindset and OCB literature by demonstrating how OCBs can be improved by management with higher incremental mindset through effective coaching using a multi-level model. The findings reveal that incremental mindset managers are more likely to demonstrate effective coaching which, in turn, leads to higher levels of OCBs in their team members.
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Maurissa Moore and David O'Sullivan
This study explores one-to-one LEGO® Serious Play® in positive psychology coaching (1-1 LSP in PPC) as an intervention to help emerging adults (EAs) in higher education develop a…
Abstract
Purpose
This study explores one-to-one LEGO® Serious Play® in positive psychology coaching (1-1 LSP in PPC) as an intervention to help emerging adults (EAs) in higher education develop a growth mindset.
Design/methodology/approach
This is a qualitative single-participant case study of an EA undergraduate student's experience with 1-1 LSP in PPC to help him navigate uncertainty about making a decision that he felt would influence his future career.
Findings
1-1 LSP in PPC enabled the participant to create a metaphoric representation of how a growth mindset operated for him, promoting self-awareness and reflectivity. The LEGO® model that the participant built during his final session acted as a reminder of the resources and processes he developed during coaching, which helped him navigate future challenges.
Research limitations/implications
This study contributes to the emerging literature on the impact of using LSP as a tool in one-to-one coaching in higher education. The participant's experience demonstrates that 1-1 LSP in PPC may be an effective way to support positive EA development. More research is needed to explore its potential.
Practical implications
This study provides a possible roadmap to incorporate 1-1 LSP in PPC into coaching in higher education as a reflective tool to build a growth mindset in EA students.
Originality/value
Because most undergraduates are EAs navigating the transition from adolescence into adulthood, universities would benefit from adopting developmentally informed coaching practices. 1-1 LSP in PPC may be an effective intervention that provides the structured and psychologically safe environment EAs need to develop lasting personal resources.
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