The impact of coaching on the emotional and social intelligence competencies of leaders

Abstract

Background: The development of the emotional intelligence of leaders has become an exceptionally popular enterprise. However, the empirical research conducted by practitioners to date does not provide convincing evidence of the effectiveness of emotional intelligence development interventions. Robust and informative research on the effectiveness of coaching to develop the emotional intelligence of leaders is lacking.Aim: The purpose of this study was to determine, describe and evaluate the impact of a theoretically substantiated coaching intervention on the emotional and social intelligence competencies of leaders in a financial services company.Setting: The setting of the study is a financial services company in South Africa.Methods: A mixed method approach using a quantitative and qualitative research design was considered appropriate. The quantitative research method consisted of a quasi-experimental design using a non-equivalent pre- and post test control group to measure the impact of the coaching intervention on a sample of 30 leaders. The Bar-On EQ-i scale was selected as a reliable and valid measure of emotional and social intelligence competencies. Wilcoxon’s statistic was calculated to determine the statistical significance of score differences between the experimental (N = 30) and control (N = 30) groups. The qualitative research method was comprised of semi-structured interviews with six of the leaders and their supervisors.Results: The statistical results indicated that coaching significantly impacted the emotional and social intelligence competencies of leaders in terms of their overall emotional quotient (EQ), intrapersonal competency, interpersonal skills, stress management, self-regard and empathy. The semi-structured interviews provided rich descriptive themes and evaluations that corroborated the quantitative findings.Conclusion: This research provided convincing empirical evidence of the positive impact of a long-term, spaced and goal-focused coaching intervention on the emotional and social intelligence competencies of leaders in a financial services institution. The finding suggests that a theoretically well substantiated coaching intervention and a robust empirical study can be effective in demonstrating the impact of coaching on the emotional and social intelligence competencies of leaders. However, the implications of the limitations pointed out in this study could have influenced the findings, and future research aimed at improving relevant research models should take these into account.

The Impact of Executive Coaching on Project Managers’ Personal Competencies

“…The first insights from the CODE process design and its result reveal that it is useful to define and employ certain phases and common principles during an executive coaching intervention, while paying special attention to ensure that the coach has the appropriate skills. Therefore, efforts to improve coaching results in the project management environment should focus on defining best practices, new models, coaching competencies, and standards, as Dippenaar and Schaap (2017) argue. In this case, the challenge in the application of defined standards and models arises from the need to adequately combine the structure or rigidity of models with the flexibility that is required when working with people, especially in contexts of change and learning skills.…”

“…Coaching is presented by some authors as an effective intervention in organizations (Grant et al, 2009; Hall, Otazo, & Hollenbeck, 1999; Jones, Woods, & Guillaume, 2014; Olivero, Bane, & Kopelman, 1997; Page & de Haan, 2014; Smither, London, Flautt, Vargas, & Kucine, 2003). Several researchers note the need for empirical knowledge about executive coaching and its application to organizational excellence, exploring what really does work and what does not, beyond conjectures or assumptions based on individual experiences (Berg & Karlsen, 2007, 2013; Bono et al, 2009; De Meuse et al, 2009; Dippenaar & Schaap, 2017; Grant et al, 2009; Page & de Haan, 2014). This will be the only way to better understand the benefits of coaching and its utility as a tool for the improvement of management practices.…”

“…Personal competencies have been shown to be increasingly reliable predictors of successful project managers (Ahadzie, Proverbs, & Olomolaiye, 2008; Boyatzis, 2008; Chipulu et al, 2013; Cheng, Dainty, & Moore, 2005; Druskat & Druskat, 2006; Stevenson & Starkweather, 2010). While demands for successful project leaders continue to increase, it is important to better understand the key personal competencies of these professionals and how to strengthen them effectively (Azim et al, 2010; Ballesteros-Sánchez, Ortiz-Marcos, Rodríguez-Rivero, & Juan-Ruiz, 2017; Creasy & Anantatmula, 2013; Dippenaar & Schaap, 2017; Obradovic, Jovanovic, Petrovic, Mihic, & Mitrovic, 2013; Petter & Randolph, 2009; Skulmoski & Hartman, 2010).…”

“…Executive coaching provides a means of strengthening management and strategic capabilities and is also a key intervention for the development of organizations (Joo, Sushko, & McLean, 2012). Nevertheless, empirical research that assesses the effects of coaching lags far behind the practice of coaching (Bono, Purvanova, Towler, & Peterson, 2009; Dippenaar & Schaap, 2017; Grant, Curtayne, & Burton, 2009). The effectiveness of executive coaching needs to be clearly and scientifically demonstrated, providing experimental designs that include quantitative measures and comparable control groups (De Meuse, Dai, & Lee, 2009; Page & de Haan, 2014).…”

Enhancing the Emotional Intelligence of Students: Helping the Critical Few

“…Interestingly, Jaeger (2003) noted using Goleman's book and the Bar-On EQ-i assessment. Other teaching tools included group projects, lectures, student diaries, self-development plans, class discussions, one-on-one coaching, and activities (Jaeger, 2003;Chang, 2006;Slaski & Cartwright, 2003;Joyner & Mann, 2011;Nafukho et al, 2016;Dippenaar & Schapp, 2017). Time on task varied in the studies from no time spent on teaching EI to over 40 hours spent on enhancing student learning of EI.…”