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1 – 10 of 14Ramiro García-Galán, Isabel Ortiz-Marcos and Rafael Molina-Sánchez
Teamwork is necessary for engineering to address today’s complex challenges. Therefore, team members must improve their teamwork competencies for more significant team development…
Abstract
Purpose
Teamwork is necessary for engineering to address today’s complex challenges. Therefore, team members must improve their teamwork competencies for more significant team development and effectiveness. This study aimed to analyze how a non-directive coaching intervention model for an entire team influences the individual team members’ teamwork competencies.
Design/methodology/approach
Action research was used in this study with a quasi-experimental design featuring control and experimental groups comprising final-year engineering students from Universidad Politécnica de Madrid. The sample included 168 students, with 132 in the control group and 36 in the experimental group. The experimental group underwent a non-directive team coaching intervention involving three sessions. Competencies were evaluated using the teamwork competency test (TWCT), administered at the course’s beginning and end to measure progress.
Findings
The results show that the individuals who participated in the team coaching significantly increased their competencies, particularly “conflict resolution” and “feedback.”
Originality/value
This study’s value contributes to identifying the positive impacts of non-directive team coaching interventions on individual teamwork competencies, fostering collaborative skills and supporting collective goals.
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This article aims to contribute to a clearer understanding of the importance of mentor preparation and provide recommendations for effective mentor preparation programmes based on…
Abstract
Purpose
This article aims to contribute to a clearer understanding of the importance of mentor preparation and provide recommendations for effective mentor preparation programmes based on the literature.
Design/methodology/approach
A narrative review of a range of literature focussing on the importance and characteristics of effective mentor practice and preparation.
Findings
Many mentors working in educational contexts lack adequate preparation, and a shift in mentoring practice from a mentor as expert approach, which mentors are likely revert to without training, to a more collaborative relationship in line with educative mentoring is recommended. Relationship building, working collaboratively and encouraging critical reflection are essential mentoring capabilities, and can be supported by participation in effective mentoring preparation programmes. Characteristics of these programmes include: providing time for mentors to reflect on their personal capabilities and attitudes; strengthening their knowledge about mentoring and learning a range of approaches and tools.
Practical implications
Implications for mentor preparation include consideration of curricula that focus on the nature of effective mentoring relationships, provision of effective observation-based feedback and the facilitation of critical reflection. Blended learning models appear to have potential and organisational leaders need to recognise and value mentoring to ensure that it is prioritised.
Originality/value
This article makes a valuable contribution to our understanding of the nature of effective mentor preparation programmes.
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Jonathan Passmore, David Tee and Richard Gold
To date, little research has been undertaken to test the effectiveness of team coaching, with past work focusing on models, frameworks and competencies. This study aimed to…
Abstract
Purpose
To date, little research has been undertaken to test the effectiveness of team coaching, with past work focusing on models, frameworks and competencies. This study aimed to examine the effectiveness of team coaching within real world organizational teams and its impact on individual perceptions of team cohesion and psychological safety.
Design/methodology/approach
A randomized control trial (RCT) using the comparable interventions: (1) team coaching (intervention) and (2) team facilitation (control) was employed with multiple teams and multiple facilitators, measuring the impact on team cohesion and psychological safety.
Findings
The data indicate participants engaging in the team coaching intervention made greater gains in terms of their individual perceptions of psychological safety and team cohesion than individuals who received the team facilitation intervention (T1–T2).
Practical implications
Facilitators should apply a team coaching approach when seeking to address issues of cohesion and psychological safety within workplace teams.
Originality/value
This study provides the first evidence, using an RCT method, of the effectiveness of team coaching as a workplace intervention for enhancing individual perceptions of psychological safety and team cohesion.
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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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Prabha Ramseook-Munhurrun, Perunjodi Naidoo and Sandhya Armoogum
This paper addresses the issue of the underrepresentation of women in leadership positions within the information and communication technology (ICT) and engineering fields. The…
Abstract
Purpose
This paper addresses the issue of the underrepresentation of women in leadership positions within the information and communication technology (ICT) and engineering fields. The study examines the complex issue of vertical segregation and gender equality by exploring the barriers that women encounter and the potential coping strategies they adopt to advance in their careers.
Design/methodology/approach
The study employs a qualitative approach, conducting semi-structured interviews with 17 women at middle and upper management levels in the ICT and engineering sectors. This approach aims to better understand women's workplace experiences and gain deeper insights into the nature of the barriers they face.
Findings
The study identifies four main factors hindering women's progression toward senior management positions, namely working hours, work-family conflict, social role stereotypes and second-generation bias. The results also offer useful insights into the coping strategies adopted by women to overcome these barriers.
Practical implications
The study highlights the persisting underrepresentation of women in senior positions, indicating a societal and organizational lag in terms of inclusion and equity. It underscores the importance of developing effective policies to address the challenges faced by employees striving to balance their work and family commitments. Training is recognized as an important tool for raising awareness about gender stereotypes among employees and reducing second-generation bias.
Originality/value
This study provides valuable lessons derived from its findings, including potential strategies that organizations can implement to help women navigate and overcome workplace barriers in the ICT and engineering fields.
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Lawrence Abiwu and Isabel Martins
The purpose of this paper was to identify talent development practices and processes that enhance professional and career growth of employees in South African higher education…
Abstract
Purpose
The purpose of this paper was to identify talent development practices and processes that enhance professional and career growth of employees in South African higher education institutions (HEIs).
Design/methodology/approach
A quantitative study was carried out to investigate the subject matter. A structured questionnaire was used to collect the data from 265 academics in three South African HEIs. The Statistical Package for the Social Sciences, version 27.0, was used to analyse the data. Cronbach’s alpha coefficient and factor analysis were used to test the reliability and validity of the measuring instrument. Pearson’s correlations and regression analysis were used to interpret the relationship between the independent and dependent variables.
Findings
The results of the Pearson correlation test established a strong positive influence of training development, coaching and mentoring and career development on talent development. On the other hand, linear regression results indicated that training and development, coaching and mentoring and career development made a strong contribution to the model.
Research limitations/implications
The scope of the study only applied to South African HEIs, making the generalisation of the findings to be limited because of the differences in an organisational context. Hence, future research should focus on different industries.
Practical implications
The study contributes to understanding how talent development can be leveraged to assist academics in HEIs to improve their professional and career goals. The findings suggest that HEIs must invest in talent development to help academics acquire the skills, knowledge and competencies required to perform their tasks.
Originality/value
This paper sheds more light on talent development practices and processes that enhance academic skills, knowledge and competencies in HEIs. Moreover, the study expands on the findings of prior studies concerning talent development in learning organisations.
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Natalie M. Michalik and Carsten C. Schermuly
Accelerated by the COVID-19 pandemic, in recent years, face-to-face coaching has largely shifted to online coaching. The authors examined both the side effects of and coaching…
Abstract
Purpose
Accelerated by the COVID-19 pandemic, in recent years, face-to-face coaching has largely shifted to online coaching. The authors examined both the side effects of and coaching success in face-to-face, blended and online coaching from both coaches' and clients' perspectives. This paper aims to discuss the aforementioned examination.
Design/methodology/approach
The authors conducted two independent studies to examine the differences between the side effects of face-to-face, blended and online coaching. In Study 1 (N = 119), the authors compared the side effects of these formats using a quasi-experimental design and tested differences in perceived coaching success from the coaches' perspective. In Study 2 (N = 104), the authors integrated the client perspective on the side effects of coaching formats into the design and tested the differences.
Findings
Coaches in the face-to-face format experienced a significantly lower prevalence of side effects for their clients compared to coaches who engaged in the blended and online coaching formats. From the client perspective, clients experienced the most side effects of the blended coaching format. Neither study showed any differences between the coaching formats in perceived coaching success.
Practical implications
The results provide guidance to practitioners in choosing the most suitable coaching format for themselves. Being aware of side effects in coaching can help both coaches and clients take appropriate measures to mitigate the impact of these effects.
Originality/value
This paper is the first to expand knowledge about side effects in coaching across different coaching formats from both coaches' and clients' perspectives. The findings provide evidence regarding the context in which coaching is currently performed in a post-COVID world, with sustainability remaining a global concern and a key driver for organizations.
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Yuge Dong, Yujie Yang, Lu Zheng and Lirong Long
Mentor secure-base support, characterized as mentor availability, noninterference and encouragement of growth, has important implications for newcomer socialization. Drawing on…
Abstract
Purpose
Mentor secure-base support, characterized as mentor availability, noninterference and encouragement of growth, has important implications for newcomer socialization. Drawing on attachment theory, this paper aims to examine the relationship between mentor secure-base support and newcomers' workplace courage.
Design/methodology/approach
Data were collected at three time points with a new police officer sample (n = 124). A cross-lagged panel design was used to test the hypotheses.
Findings
Mentor secure-base support is causally precedent to newcomers' workplace courage, whereas the reverse relationship from workplace courage to mentor secure-base support was not held.
Practical implications
To help newcomers integrate into their organization and enhance their workplace courage, organizations should actively promote and foster mentoring relationships in which mentors can provide a secure base for mentees.
Originality/value
The authors' findings support that newcomers' workplace courage can be cultivated by mentor secure-base support. It provides insight for organizations to explore workplace courage development for newcomers.
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Katharina Prummer, Salomé Human-Vogel and Daniel Pittich
The South African vocational education and training (VET) sector is required by legislation to redefine postsecondary education, advance industrialisation and expand the job…
Abstract
Purpose
The South African vocational education and training (VET) sector is required by legislation to redefine postsecondary education, advance industrialisation and expand the job market to address unemployment in the country. Yet, VET leaders' heterogenous educational and occupational backgrounds do not enable them to address the needs of the VET sector. Continuous professional development of leaders in the education sector needs to include support structures such as mentoring.
Design/methodology/approach
The present study sought to investigate how VET managers in South Africa perceive three different types of mentoring – individual, peer group and expert-based key performance area (KPA) mentoring – during a part-time professional leadership development programme. Using interactive qualitative analysis (IQA), the authors collected and analysed data from focus group discussions (n = 24) and individual interviews (n = 21) from two cohorts of the programme.
Findings
The results revealed that individual mentoring represented the most important driving mechanism, followed by peer group mentoring and expert-based KPA mentoring. Participants identified leadership as a prerequisite for their development. Emotions formed the final outcome of the mentoring framework.
Research limitations/implications
Based on the findings, the authors suggest investigating the role played by leaders' interpersonal competences such as emotional competence in the workplace. Additionally, research needs to clarify if and how mentoring can support leaders to develop interpersonal competences in formal and informal settings.
Originality/value
The study offers empirical evidence on a three-pillar mentoring framework adopted in a professional development programme for leaders in VET in South Africa. It highlights the importance of individual, social and emotional factors.
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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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