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This study explores factors that influence the initiation of leadership coaching relationships that include externally employed coaches and school administrators.
Abstract
Purpose
This study explores factors that influence the initiation of leadership coaching relationships that include externally employed coaches and school administrators.
Design/methodology/approach
This qualitative research study includes semi-structured interviews, observations and documents collected across three academic years within the context of a university-based leadership coaching program. Participants included six leadership coaches and six school administrators who participated in the program.
Findings
Qualitative analysis indicates that gender and race, prior professional experience, pre-existing professional relationships and the complexity of the district’s organizational structure influence the initiation of the coaching relationship.
Research limitations/implications
Confidentiality restrictions imposed by the program limit opportunities for member checking and other forms of triangulation. Additional data collection using more expansive research methods would help address this limitation.
Originality/value
This study contributes to the sparse literature about leadership coaching with school administrators by describing how different factors influence initiation coaching relationships.
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Frankie J. Weinberg and Mary M. Hausfeld
We examine the relationships between clients’ level of coaching readiness and trust in their executive coach and increases to both personal learning improved work performance…
Abstract
Purpose
We examine the relationships between clients’ level of coaching readiness and trust in their executive coach and increases to both personal learning improved work performance. Distance relationships, the setting for this study, epitomize the norms of the New World of Work (NWoW), but also provide particular challenges for building trust and recognizing similarities between client and coach.
Design/methodology/approach
This study investigates distance coaching relationships in matched-pairs, longitudinal investigation of formal executive coaching.
Findings
Results support the proposed moderated mediation path. Findings reveal that both coaches’ perceptions of client readiness for coaching and client trust in coach each predict both client personal skill development and performance improvement.
Research limitations/implications
While important toward gaining a better understanding of the relational functioning of distance coaching relationships, inclusion of only distance relationships may truncate the generalizability of our findings.
Practical implications
The study’s findings have practical implications for organizations that invest in executive coaching with regard to the importance of evaluating the candidates' readiness for coaching before the assignment, trust-building throughout distance coaching relationships and perceptions of similarity on client coaching outcomes.
Originality/value
Distance relationships, the setting for this study, provide particular challenges for building trust and recognizing similarities between client and coach and the current investigation points to the relevance of these relational mechanisms to client outcomes. In so doing, this study explores how perceptions of deep-level similarity between a coach and client may serve as moderators of these relationships.
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Seokwon Hwang, Sunok Hwang and Ronald Lynn Jacobs
This study aims to investigate the influences of perceived and preferred coaching behaviors and the discrepancy between them on job satisfaction, mediated by the quality of the…
Abstract
Purpose
This study aims to investigate the influences of perceived and preferred coaching behaviors and the discrepancy between them on job satisfaction, mediated by the quality of the relationship with the immediate supervisor and adaptive performance.
Design/methodology/approach
The research adopted a cross-sectional survey design. A total of 220 Korean employees, small-sized team members, were recruited from the automotive industry for the study. This research explored the relationship between perceived and preferred coaching behaviors using the Pearson correlation. Structural equation modeling was used to analyze the relationships among perceived and preferred managerial coaching behaviors, the discrepancy between them, the quality of the relationship with the immediate supervisor, adaptive performance and job satisfaction.
Findings
Perceived and preferred coaching behaviors exhibited a weak correlation. Perceived coaching behaviors indirectly influenced job satisfaction through the quality of the relationship with the immediate supervisor and adaptive performance. The discrepancy between perceived and preferred coaching behaviors directly and indirectly influenced job satisfaction via adaptive performance. However, all paths related to preferred coaching behaviors were found to be insignificant.
Research limitations/implications
Although the results of this research may be generalized to the Korean automotive industry, the findings highlight perceived and preferred coaching behaviors and the discrepancy between them as independent variables. The findings shed light on the influences of managerial coaching on the quality of the relationship with the immediate supervisor within Korean workplace cultures and how coaching behaviors contribute to triggering subordinates’ adaptive performance. In addition, the study provides how managerial coaching influences job satisfaction in the workplace.
Practical implications
Based on the findings, an organization should cultivate self-directed learning environments to enhance employees’ adaptive performance. The coaching training session should be added to the leadership development program for new managers. Team leaders need to consider their members’ preferences during managerial coaching.
Originality/value
The variables, such as preferred coaching variables and the discrepancy between perceived and preferred coaching behaviors, along with the research framework, represent a novelty in managerial coaching, as well as within the Korean context.
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Gwen Nugent, James Houston, Gina Kunz and Donna Chen
This study focused on unpacking the instructional coaching process, addressing key questions about what happens during a coaching session and what coaching elements predict…
Abstract
Purpose
This study focused on unpacking the instructional coaching process, addressing key questions about what happens during a coaching session and what coaching elements predict teacher outcomes.
Design/methodology/approach
Using coaching observational data, the research examined critical coaching processes described in the literature: coaching practices (observation, feedback, reflective discussion and planning), the coach–teacher relationship, coaching strategies and coaching duration. The study also developed a path model documenting how coaching behaviors predicted teacher instruction.
Findings
Results showed that the coach talked more than the teacher and that most coaching time was spent in reflective discussion. The coach–teacher relationship was promoted by building rapport and reciprocal trust, with use of “we” language demonstrating that coach and teacher were working as a partnership. Most common coaching strategies were clarifying and the coach prompting the teacher to attend to teacher or student behaviors. Path model analysis showed that (a) the coach–teacher relationship quality predicted the level of teacher engagement in coaching and their instructional reflection and (b) the quality of coaching strategies predicted the overall quality of the classroom instruction.
Originality/value
The study provides empirical evidence about the active ingredients of coaching – those underlying processes that impact and improve teacher practice.
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Nick C.T. Steel and Joanna Karmowska
Language plays a complex role in coaching, facilitating communication, comprehension and meaning construction. Yet, the implications of coaching in a non-native language are…
Abstract
Purpose
Language plays a complex role in coaching, facilitating communication, comprehension and meaning construction. Yet, the implications of coaching in a non-native language are uncertain and under-researched. This study explores the role of non-native language (NNL) in dyadic workplace coaching practice. Specifically, it explores how working in a NNL influences the coaching experience from the coach’s perspective.
Design/methodology/approach
A qualitative approach was chosen to explore the way coaches view coaching in a NNL. Twenty-three semi-structured interviews were conducted with coaches experienced in coaching in NNL. Reflexive thematic analysis (RTA) was applied for data analysis.
Findings
NNL coaching presents a paradoxical mix of negative and positive tensions for the coach and coachee in communication, relationship and insight. NNL coaching is nuanced and may be accommodated using coaching competencies to mitigate the potential for misunderstanding and relationship rupture. It offers alternative perspectives to existing worldviews, eliciting deeper insights. Coaches’ confidence in coaching in a NNL varies from a challenging struggle that perceptually hinders performance, through ambivalence, to a sense of greater resourcefulness.
Originality/value
The study contributes to the stream of literature on language in international business, sociolinguistic research and how meaning is constructed in a coaching process. First, the work develops a distinction between coaching in a native language (NL) and a NNL. Second, study results indicate that the context of NNL creates challenges as well as opportunities in a dyadic coaching process, particularly regarding aspects of the coach–coachee relationship and insight elicitation via alternative perspectives. Moreover, several practical implications of the study for the coaching practice are discussed.
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This paper aims to study implicitly the mediating role of entrepreneurial coaching between TQM soft practice and firm performance.
Abstract
Purpose
This paper aims to study implicitly the mediating role of entrepreneurial coaching between TQM soft practice and firm performance.
Design/methodology/approach
The data was gathered from 160 Tunisian-certified companies. The direct and indirect effect between TQM soft practice, entrepreneurial coaching and firm performance are shown using the structural equation modeling. It was performed using SPSS 20 software and AMOS 20 software.
Findings
First, TQM practices have a positive effect on entrepreneurial coaching. Second, entrepreneurial coaching has a positive effect on firm performance. Third, TQM soft practices have a positive effect on firm performance. So, entrepreneurial coaching may implicitly mediate the relationship between TQM soft practice and firm performance.
Research limitations/implications
This paper helps the practitioner to understand how entrepreneurial coaching ensure TQM soft practice implementation and how entrepreneurial coaching affects firm performance.
Originality/value
To the best of the author’s knowledge, this paper presents an innovative approach since it is among the first research study that treats the relationship between entrepreneurial support and TQM soft practice implementation and especially the relationship between entrepreneurial coaching and the success of the TQM soft practices implementation.
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Joana Coimbra and Teresa Proença
This study intends to understand if managerial coaching, a sustainable competitive strategy, has an impact on sales performance, through customer and results orientation of the…
Abstract
Purpose
This study intends to understand if managerial coaching, a sustainable competitive strategy, has an impact on sales performance, through customer and results orientation of the salesforce. It also aims to investigate whether pressure for results, one of the predominant demands in organizations today, and the centralisation of decisions, a traditional management demand still present in several organizations, undermine the effect of coaching on performance.
Design/methodology/approach
The 167 responses collected, through the distribution of questionnaires among workers in the commercial area, were analysed through a structural equation model using the partial least square (PLS) technique.
Findings
The results of this study confirm that managerial coaching has a positive impact on sales force performance through customer and results orientation, with customer orientation having a greater impact on performance. It was also found that centralised decision-making and pressure for results do not undermine the relationship between managerial coaching and performance, and they even reinforce the positive impact of results orientation on performance.
Practical implications
Managerial coaching practices can impact sales, especially when associated with customer orientation, freeing employees from the pressure for results and the centralisation demands. This scenario favours a more sustainable and emancipatory sales force management.
Originality/value
This study is the first to integrate organizational demands, namely pressure for results and centralisation, to better understand the effect of managerial coaching on sales performance, through customer and results orientation, thereby extending previous research on this topic.
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Jeong Sik Kim, Jong Gyu Park and Seung Won Yoon
The purpose of this study is to investigate the effects of leaders' managerial coaching on followers' organizational citizenship behavior (OCB), creativity and task performance…
Abstract
Purpose
The purpose of this study is to investigate the effects of leaders' managerial coaching on followers' organizational citizenship behavior (OCB), creativity and task performance. This study also examined the mediating role of intrinsic motivation and self-efficacy, recognizing the follower’s attitude and cognition as essential elements of behavioral changes.
Design/methodology/approach
This study collected data from 20 companies across multiple industries in South Korea, and a total of 386 leader–follower dyads' data were used.
Findings
The results show that leaders' coaching is positively associated with OCB directly, but a direct impact of coaching on creativity and task performance was not supported. The results also showed that intrinsic motivation partially mediates the effect of coaching on OCB and fully mediates the effect of coaching on creativity and task performance. Self-efficacy played a role as a full mediator between coaching and task performance.
Originality/value
This study considered both the cognitive and affective aspects of managerial coaching and examined the influence of managerial coaching on the followers' in-role and extra-role behaviors (i.e. OCB, creativity and task performance) using responses from both the leaders and the followers at multiple organizations. Specifically, the results of this study empirically illustrated that managerial coaching by leaders serves as a mechanism mediated through intrinsic motivation and self-efficacy, linking to employees' OCB, creativity and task performance. This provides a clear explanation of the processes through which managerial coaching impacts employees and offers insights into the specific aspects that organizational leaders should focus on when engaging in managerial coaching.
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Mohammad Azizi, Hamid Hosseinloo, Jane F. Maley and Marina Dabić
Coaching is a widespread form of human development that has grown considerably in recent years. However, it is not well understood in entrepreneurship and small and medium-sized…
Abstract
Purpose
Coaching is a widespread form of human development that has grown considerably in recent years. However, it is not well understood in entrepreneurship and small and medium-sized enterprises (SMEs) and little is known about the success factors for coaching in SMEs. Thus, this article presents a theoretical framework for coaching SMEs. The paper reports on a study carried out to develop and validate a coaching model for entrepreneurship in SMEs.
Design/methodology/approach
A mixed methods approach was undertaken in SMEs in the Iranian pharmaceutical industry. Confirmatory factor analysis (CFA) was used to confirm the samples and the model's dimensions.
Findings
The results show five chief constructs of the entrepreneurial coaching model. In particular, the authors determine the importance of early goal setting and identify the essential characteristics of an effective entrepreneurial coach.
Research limitations/implications
Firstly, the data relied solely on the pharmacy industry in Iran, indicating a need for future studies to explore coaching programs across various industries and countries. Additionally, a quantitative aspect of the research involved participants answering questionnaires based on their perceptions. This subjective nature introduces a potential for inaccuracies in participants' perceptions and expectations. Furthermore, the inherent bias of program stakeholders may have led to exaggerated responses. To mitigate these issues, it would be beneficial to conduct experimental and longitudinal research, which could address these concerns more effectively.
Practical implications
By utilizing a theoretical framework, the authors goal is to define the essential features of coaching in SMEs and compare it to other developmental interventions to highlight both commonalities and distinctions. This approach addresses the recent suggestions in coaching literature to distinguish coaching practices tailored for particular groups, specifically entrepreneurs involved in SMEs.
Originality/value
This study contributes to understanding the essential features for successful entrepreneurial coaching in SMEs.
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This paper explores the impact of a coach training programme in a UK higher education institution (UKHEI). This paper evaluates the use of coach training to equip undergraduate…
Abstract
Purpose
This paper explores the impact of a coach training programme in a UK higher education institution (UKHEI). This paper evaluates the use of coach training to equip undergraduate students with the skills needed to set goals and navigate stressors in personal and professional life.
Design/methodology/approach
An interpretivist research design was chosen to gather detailed information about the participants. Data were collected via a multi-method approach comprising participant observations, individual reflections and surveys amongst 18 students. Each method allowed the researcher to interpret the participants' perspectives of social reality.
Findings
The inductive analysis revealed three key themes related to the impact of coach training: a greater awareness of self, enhanced relationships with others and a renewed focus on the future. The findings also showed that coach training provided students with a goal-focussed, judgement-free strategy to address issues related to university stressors such as burnout.
Research limitations/implications
The conclusions drawn from the study are placed in the context of the wider coaching debate yet are not generalisable. They illustrate a strong link between coach training and the positive impact on the students increased sense of self, their renewed view of the world and how they want to engage with the training.
Practical implications
The results of this study highlight the need for further research into the impact of coaching and coach training initiatives on UKHEI students. The study also proposes that coaching strategies should be embedded into the curriculum to better prepare graduates to navigate the transition from university life to professional life.
Originality/value
This paper provides empirical evidence of the positive impacts of coach training on UKHEI students. This paper contributes to an understanding of coach training's potential impact on students' engagement in, and enjoyment of, the higher education learning journey. This paper also provides a foundation for future empirical research in this area.
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