Managerial coaching has become increasingly popular despite limited empirical evidence of its impact on the individuals giving and receiving coaching, and its impact on the workplace overall. This article reviews the literature on the definition of practice of managerial coaching, and what managerial coaching looks like in terms of skills and behaviors, and examines the empirical evidence that currently exists. Models representing new current research and gaps within the literature are advanced, and future research implications are explored.
This study investigates the relationship between coaching expertise, project difficulty, and team empowerment on team learning outcomes within the context of a high‐performance work team. Variables were tested using multiple regression analysis. The data were analyzed for two groups—team leaders and team members—using t‐tests, factor analysis, as well as correlation, regression, and commonality analyses. The results indicate that the independent variable project difficulty explained the most variance in team learning outcomes for team leaders whereas coaching expertise and team empowerment explained the most variance in team learning outcomes for team members. Practical implications include the selection and training of team leaders in managerial coaching and the development of challenging projects in situations where team learning is highly important. Theoretical implications include providing further empirical support for leadership theories, and coaching theory in particular.
The Problem While managerial coaching becomes increasingly popular in both scholarly and practical circles, the line managers who need to execute this coaching may be neither capable nor interested in the coaching process. Furthermore, while the research on coaching seems promising, little is known about how to test the individual and environmental appropriateness of a coaching intervention. The Solution This review will inform and support evidence-based human resource development (HRD) professionals tasked with developing managers’ coaching capability. It is designed to help line managers who wish to enhance their managerial coaching practice. The Stakeholders This literature review and model will benefit organizations, HRD professionals, and line managers to determine whether coaching is an appropriate learning intervention for their context and at that particular time. Furthermore, if it is deemed appropriate, this review and resulting framework may aid in determining how practitioners should approach coaching within their organizational setting.
ver the last 50 years, there has been an explosion in the use of work teams, designed to improve organizational performance. Historically, a project, as a unit of improvement, was widely used in such industries as aerospace and was employed as a way to deal with the complexities of developing military applications of such things as missile defense systems and other Cold War applications (Levin & Kirkpatrick, 1966; Mulenburg, 1999). At that same time, the work of Elton Mayo and his Hawthorne studies helped to promote an understanding of how teams complete the new project methodology for organizational improvement (Longbotham, 2000). Since that time, much research on teamwork, and the leadership of teams, has helped to establish which attributes are essential to the development of an effective team (Longbotham, 2000; Parker, 1990) and thus a successful project.One area that relies heavily on projects is Six Sigma. Six Sigma is an organizational structure that resides outside normal operations and is developed in an attempt to reduce variation in business processes. The process improvement projects that take place within the Six Sigma structure are directed by improvement specialists who use a structured method and performance metrics with the aim of achieving strategic objectives for the organization (Schroeder, Linderman, Liedtke, & Choo, 2007). It is within this context that projects and projects teams are examined. Critical Success Factors and Project LeadershipIt has been well established in project management literature that the actions, activities, and attributes of a team's leader can have a significant impact on the outcomes of a project. There are several examples of the impact that a project leader can have on the success of a project. For instance, Thite (1999) found that the project leader's ability to switch effectively between the transactional and transformational leadership styles at appropriate times had a positive impact on the overall outcomes of a project. This was corroborated by Kaissi (2005), who found that the use of the rational persuasion style of leadership by project leaders was related to a positive outcome on projects. Importantly, there have been several pieces of recent research that help to establish the importance of team leader performance as critical to project success (Cooke-Davies, 2002;Dvir, Lipovitsky, Shenhar, & Tishler, 1998; Hyvari, 2006).Open communication has also been well established within the literature as an important area in which leaders need to pay close attention. For decades, management scholars have expressed the importance of leaders' open communication within organizations (Powell, 1995;Samson &
Purpose – The purpose of this paper is two-fold: to identify the reliability and content validity of two popular managerial coaching scales – the Ellinger Behavioral Scale and the Park Skills-based Scale – to determine the extent to which the construct, coaching, is more accurately measured as a behavioral construct or a skill-based construct from the perspective of the coach, and from that of his or her direct reports using a single data set. Design/methodology/approach – This research utilized survey research which tested the reliability and validity of two existing coaching scales. Analyses included correlation matrices, principle axis factor analysis, and confirmatory factor analysis. Findings – Results of this research indicate that neither scale is perfectly reliable and valid. However, given the results of the analysis, the authors recommend the Park scale for leaders and the Ellinger scale for team members. Research limitations/implications – This research indicates that investment in valid scales for use by direct reports to measure the coaching expertise of their managers is warranted. Practical implications – There are several implications that are evident as a result of this research. First, there are implications for the training and development of employees. Too, many organizations look to coaching and coaching skills as a benchmark for selecting future leaders – the understanding of how current scales are able to identify coaching expertise is important to the manager selection process. Originality/value – This research offers one of the first comparative analyses of currently available coaching scales. It contributes to the literature on coaching by providing a clear and thorough review and analysis of scales currently available for testing managerial coaching expertise. Practitioners and scholars can benefit from this research by developing a better understanding of the contexts in which these two coaching scales are most reliable and valid.
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