The Contrasting Effects of Coaching Style on Task Performance: The Mediating Roles of Subjective Task Complexity and Self‐Set Goal

Abstract

The effects of two coaching styles, one guidance and one facilitation, on the performance of coached and transfer tasks were examined in an experimental study. With the aim of improving and enhancing individual performance, guidance coaching entails the coach as a role model, delivering clear expectations and feedback about how to improve in a directive manner, while facilitation coaching involves the coach's helping the individual to explore and evaluate the task and self‐developing the correct responses for improving performance. Tests of the mediating effects of self‐set goals, which are defined as desired levels of performance to be attained on a task, and subjective task complexity, which is defined as an individual's perception of the complexity of a task, on the coaching style–performance relationship were also conducted. Participants (n = 127) were coached in the use of two software programs, PowerPoint and Excel 2007. The results showed that guidance coaching is more effective for improving coached task performance than facilitation coaching, while facilitation coaching is more effective for improving transfer task performance than guidance coaching. Subjective task complexity and self‐set performance goals mediated the effects of coaching style on the performance of both coached and transfer tasks. Implications for theory and managerial practice are discussed.

Analysis of Links between Opinions on Coaching and Social Intelligence of Management Students

“…Others, for example de Haan, Culpin and Curd (2011), study interconnections between coaching and management effectiveness. Coaching, coaching styles and effectiveness of coaching are central topics also in the work of Theeboom, Beersma and van Vianen (2014) or Hui, Sue-Chan and Wood (2013). Nevertheless, it would be beneficial if these particular areas of interest were studied more and in greater depth.…”

Coaching in computer-mediated communication at workplace

“…Reference [15] proposed two styles of coaching, guidance and facilitation, which showed different impacts on follower's performance. Guidance coaching entails the coach, as a role model, delivering clear expectations and feedback about how to improve [15] [38].…”

“…Guidance coaching entails the coach, as a role model, delivering clear expectations and feedback about how to improve [15] [38]. Guidance coaching enables learning which contributes to recipients' acquisition of the proven skills and strategies that are required to perform a task, as well as gaining vicarious mastery experience in performing a designated task assigned by the coach.…”

“…In the learning process, facilitation coach stimulates recipient's acquisition of enactive mastery as well as skills and strategies to develop their own knowledge and skills to perform the task [15]. To inspire and encourage the enactive learning of recipients, the facilitation coach would a more natural form of communication with more media richness and social presence.…”

The effect of diagnostic and interactive uses of management control systems and managerial coaching on reflection in teams

“…In particular, managerial coaching helps employees reflect on their work by facilitating skills, or helping employees analyze and explore different possibilities to enhance their performance (Heslin et al, 2006). According to Hui, Sue-Chan, and Wood (2013), 'facilitation coaching' helps employees evaluate their tasks, develop approaches to find an appropriate response, and improve their overall performance.…”