Development and initial validation of an instrument measuring managerial coaching skill

Abstract

This article reports on two studies that used three different samples (N ϭ 644) to construct and validate a multidimensional measure of managerial coaching skill. The four dimensions of coaching skill measured were Open Communication, Team Approach, Value People, and Accept Ambiguity. The two studies assessed the context adequacy, dimensionality, reliability, factor structure, and construct validity of the scale. Preliminary reliability and validity evidence of the scale was determined. Consequently, the coaching scale provides future researchers with a valuable tool to measure coaching skill in organizational studies, and it offers human resource development professionals a valid instrument to develop effective managers.

Exploratory Study Examining the Joint Impacts of Mentoring and Managerial Coaching on Organizational Commitment

“…The study points out the two items that are most different among culture types. Third, we inferred the effect of multidimensional managerial coaching behaviors (e.g., [24,26,32]). The two items were commonly related with indirect examples or questions.…”

“…Ellinger, Ellinger, and Keller [12] defined eight types of supervisory managerial coaching behaviors; 'using analogies, scenarios, and examples to help employees learn', 'encouraging employees to broaden their perspectives by helping them to see the big picture, 'providing employees with constructive feedback', 'soliciting feedback from employees to ensure that the interactions are helpful to them', 'providing employees with resources so they can perform job more effectively', 'asking questions rather than providing solutions to help employees think through issues', 'setting expectations with employees and communications to the broader goals of the organization', and 'role-playing with employees to help them see different perspectives'. McLean et al [26], considering situations in which leaders interact with employees, suggested five managerial skills for managerial coaching based on a careful review of the literature (e.g., [27][28][29]). These managerial coaching skills include 'development promotion', 'open communication', 'team approach', 'value people', and 'accept ambiguity'.…”

Relations between characteristics of workplace practices and types of informal work‐related learning: A survey study among Dutch Police

“…The debate about work-related learning has grown as organizational leaders increase their focus on learning in organizations as a way of improving organizational performance (Rainbird, Fuller, & Munro, 2004). Organizational leaders recognize that to compete effectively they must take action in the workplace practice that helps them learn from their experience, influence the learning of others, and create a learning environment.The field of human resource development has a relatively rich history of examining formal work-related learning programs, such as mentoring, learning projects, and coaching (Ellström, 2001;McLean, 2005). However, our understanding of informal work-related learning is far less.…”

“…The field of human resource development has a relatively rich history of examining formal work-related learning programs, such as mentoring, learning projects, and coaching (Ellström, 2001;McLean, 2005). However, our understanding of informal work-related learning is far less.…”

Understanding Good Practice in Workplace Coaching

“…Various models can enable the coach and coachee to start a conversation and aid the coach to keep a structured approach during the coaching session [31] and [32]. This structured approach can be helpful for the coach since he/she will know how to proceed regardless of the situation but also could help the coachee to open up more and speak more freely [33] and [34]. Most of these models start with establishing rapport and they usually close the session with some sort of summary of what was discussed and the main objectives/goals/outcomes that need to be achieved or have been achieved.…”