The manager's role as coach and mentor

Orth, Charles D.; Wilkinson, Harry E.; Benfari, Robert C.

doi:10.1016/0090-2616(87)90045-3

Cited by 122 publications

(98 citation statements)

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“…In addition, books on coaching (Cox et al 2011;Cox 2013; Hamlin et al (2008) for their study into 'conceptualizations and definitions of coaching'. The definitions provided by Fournies (1987), Orth et al (1987), Evered and Selman (1989), Popper and Lipshitz (1992), Mink et al (1993), Hargrove (1995), Burdett (1998), Clutterbuck (1998), Hudson (1999), Redshaw (2000), Grant (2001Grant ( , 2006, Peterson (1996), Kampa-Kokesch and Anderson (2001), Parsloe (1995), Grant and Cavanagh (2004), Zeus and Skiffington (2000), Kilburg (2000), Peltier (2001), Orenstein (2002), McCauley and Hezlett (2001), Hall et al (1999), Caplan (2003, Plunkett et al (2004), Dingman (2006), Sanders (1996), Hill (1998), Storey (2003), Bacon and Spear (2003), Clegg et al (2003), Taylor (2007) were taken for the analysis to get a broader view.…”

Section: Methodsmentioning

confidence: 99%

The scope of coaching in the context of organizational change

Rosha¹,

Lāce²

2016

Journal of Open Innovation: Technology, Market, and Complexity

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The aim of this paper is to explore the scope of coaching in the context of organizational change considering peculiar issues associated with the use of coaching in Latvia and Lithuania. This two-stage study seeks to answer the following research questions. How is coaching defined? What is the aim of coaching? Who are involved in coaching? What coaching outcomes are expected? During the first stage, the definitions of coaching are extracted from the literature and analyzed to identify the distinctive features of coaching. During the second stage, the experts are interviewed to explore the views of practitioners in coaching about a place of coaching in organizations. Literature review, content analysis and comparative analysis are used for the purposes of this study. Triangulation of research results is obtained through cross verification from two sources. A total of 41 definitions of coaching were extracted from the literature and taken for analysis. Based on the established criteria for selection, nine experts participated in an interview. As a result, content analysis and comparative analysis have revealed that coaching is defined as a regular, synergetic, learning and development, goal-oriented process. Facilitation is a primary aim of coaching. Coaching is more beneficial for people who provide decisions. Achieved results and personal growth is considered as the key expected coaching outcomes. Coaching provides greater goal clarity, better alignment with the roles in the organization. However, the possible threats and challenges, such as stereotype and misunderstanding, lack of systematic approach to coaching engagements as well as its alignment with organizational change needs, have also been detected. It is difficult to explain how effective coaching can be because coaching is not homogeneous and it is difficult to measure the results of coaching.

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Section: Methodsmentioning

confidence: 99%

The scope of coaching in the context of organizational change

Rosha¹,

Lāce²

2016

Journal of Open Innovation: Technology, Market, and Complexity

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“…The job as a supervisor varies in terms of roles and responsibilities (Orth et al 1987;Martin and Simmering 2016;Dirsmith and Covaleski 1985). In accordance with the more traditional view, supervisors act as the organization's advocate and steer the actions of their subordinates in alignment with the organizational strategy and goals.…”

Section: Theoretical Background and Hypothesis Developmentmentioning

confidence: 99%

“…The major purpose of the supervisor is to help the subordinate to find his place in the firm, and to support his personal and professional development in line with the organizational goals. For that reason, supervisors have a variety of tasks and responsibilities, such as placing their subordinates into suitable positions, creating a training and goal plan, evaluating performance, and giving feedback as well as career advice (Orth et al 1987;Dirsmith and Covaleski 1985). Due to the diversity of potential tasks, it is difficult to create a generalizable profile for the supervisor function.…”

Section: The Identification Of Supervisory Talent (Study One)mentioning

confidence: 99%

“…Supervisors can influence their subordinates in several ways, especially when considering the variety of tasks and responsibilities such as placing them into suitable positions, creating a training and goal plan, and giving feedback as well as career advice (Orth et al 1987;Dirsmith and Covaleski 1985). Moreover, at the end of the performance period, supervisors typically provide an assessment of their subordinates' performance.…”

Section: Theory Developmentmentioning

confidence: 99%

“…One part is indeed to oversee the subordinate's productivity and focus on the correct execution of their tasks. However, more often the supervisor assumes the additional role of a coach and mentor, which implies guidance and development of subordinates to launch a successful career within the organization (Orth et al 1987). Hence, a supervisor does not have a general, clearly defined profile, but it rather includes a range of tasks, with the ultimate composition of the profile depending on the organization's preferences to delegate rights and responsibilities to the supervisors.…”

Section: Introductionmentioning

confidence: 99%

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