Value-forming micro-practices of managerial coaching

Abstract

In the managerial discourse, coaching is thought of, amongst other things, as a tool for achieving customer-oriented employees and for supporting employees in recognising opportunities for improving their job skills. This idea too often take for granted that being coached by a manager will automatically be experienced as valuable to the interactants. Although the positive potential of coaching is recognised, the bulk of research on managerial coaching has overlooked the mutuality, the co-creation aspect of coaching, and the potential of negative outcomes. In general, few studies address micro-practices of coaching and no studies have specifically focused on congruence regarding micro-elements of interactive coaching practices. This article addresses these weaknesses by drawing on both practice theory and an in-depth qualitative study of coaching sessions featuring instructors and bus/tram drivers in the public transport industry. Six overarching coaching practices are identified i.e., checking, questioning, defusing, confirming, legitimising, and picturing. What is also identified is how specific elements of these practicesi.e., procedures, understandings, and engagementsare intertwined, resulting in either congruence or incongruence among the interactants. A theoretical framework is outlined, describing and explaining the essence of how coaching practices are constituted.

Management Coaching: A Systematic Review of Scientific Articles Available in SCOPUS

“…El noveno artículo, presentado por Echeverri (2020), es una investigación realizada en Sueciay tuvo como muestra a 34personas. El método utilizado fue estudio cualitativo a fondo de las sesiones de entrenamiento en las que participan instructores y conductores de autobuses y tranvías de la industria del transporte público.…”

Exploring learning outcomes for managers who coach

“…Since then, other scholars have called for more research that explores the developmental outcomes for managerial coaches, recognizing that providing coaching to develop their employees may actually further develop them as managers (Beattie et al , 2014; Echeverri, 2020; Ellinger, 2003; Hagen and Williams, 2019; Jones, 2012; McCarthy and Milner, 2020; She et al , 2019). Accordingly, the purpose of this study was to address some of the shortcomings in the existing literature by exploring the learning outcomes for managers who coach their employees from the perspectives of both the coaching managers and the employees they coach.…”

Determining the Core Competencies of a Coach: Design and Validation of a New Methodology

“…The consensus of definitions creates a theoretical structure of coaching, which is focused at least on theses such as the use of potential, increasing performance, personal and career growth, creating goals and their implementation, breaking down internal barriers, motivation, and more. To understand coaching, it is also necessary to master the theoretical and practical comparison of coaching and related areas such as mentoring, psychotherapy, and counselling [3, [6][7][8][9][10][11][12], and other contexts in which coaching is highly applicable, for instance, the managerial context (e.g., [13][14][15]). Coaches' key or core competencies are an important predictor of their skills and knowledge.…”