SUMMARY COURSE 3.4:
LEADERSHIP & COACHING
BY ROWAN MOELIJKER
YEAR 2018/2019
POSITIVE & ORGANIZATIONAL PSYCHOLOGY
ERASMUS SCHOOL OF SOCIAL AND BEHAVIOURAL SCIENCES
,MEETING 3
PROBLEM 6: COACHING?
ARTICLE 1: BARON, L., & MORIN, L. . (2010). THE IMPACT OF EXECUTIVE COACHING ON SELF-
EFFICACY RELATED TO MANAGEMENT SOFT-SKILLS. . LEADERSHIP & ORGANIZATION
DEVELOPMENT JOURNAL, 31, 18–38. DOI:10.1108/01437731011010362
Executie coaching has become an increasingy common method to siiyy deieyopment. Howeier, ew rigorous
empiricay studies haie tested its capacit to generate outcomes. The purpose o this paper is to iniestgate the
links between executve coaching and self‐efcacy in regard to superiisor coaching behaiiours.
Executive coaching: the process o equipping peopye with the tooys, inowyedge, and opportunites the need to
deieyop themseyies and become more efectie. Executie coaching inioyies the teaching o siiyys in the
context o a personay reyatonship with the yearner, and proiiding eedbaci on the executiees interpersonay
reyatons and siiyys. An ongoing series o actiites taiyored to the indiiiduayes current issues or reyeiant probyem
is designed b the coach to assist the executie in maintaining a consistent, confdent ocus as he or she tunes
strengths and manages shortcomings.
Six stages are mentoned that contribute to an efectie coaching process:
1. estabyishing a reyatonship o trust between the coach and the coachee;
2. eiayuatng the coachee and the pro essionay setng in which he or she woris;
3. proiiding eedbaci on this eiayuaton to the coachee;
4. estabyishing a deieyopment pyan and setng goays;
5. impyementng the behaiiours to be deieyoped or improied; and
6. eiayuatng the progress achieied.
Internal (in-house) coaches: coaches rom within the same organizaton as the coachee.
External coaches: coaches rom outside the organizaton.
Executie coaching is most commony used in the oyyowing contexts: (1) macor organizatonay changes
requiring new siiyys; (2) a siiyy-deieyopment need stemming rom a promoton; (3) a specifc siiyy-deieyopment
need or the managers in queston; and (4) the resoyuton o indiiiduay per ormance probyems.
Executve coaching and self-efcacy
Self-efcacacy is defned as the beyie that
a person has o being capabye o
accompyishing a giien tasi. The
oyyowing was h pothesized:
Hypothesis 1: Executie coaching has a
positie reyatonship with sey -efcac .
Individual and situatonal variables related to self-efcacy
Utlitacy judgeent: a partcipant’s subcectie eiayuaton o the utyit o the training receiied when he or she
returns to wori.
, Hypothesis 2: Utyit cudgment has a positie reyatonship with sey -efcac
Learning goal orientaton: a goay orientaton which resuyts in taiing actons that target siiyy master , seeiing
stmuyatng tasis, maiing sustained eforts when aced with difcuytes and integratng errors and eedbaci
aimed at improiement.
Hypothesis 3: Learning goay orientaton has a positie reyatonship with sey -efcac .
Afective coeeiteent: the ps choyogicay atachment to the organizaton.
Hypothesis 4: Afectie organizatonay commitment has a positie reyatonship with sey -efcac .
Hypothesis 5: Wori-eniironment support has a positie reyatonship with sey -efcac .
Method
The paper reports on a pretest‐postest stud o a yeadership deieyopment program using three training
methods: cyassroom seminars, acton yearning groups, and executie coaching. Data were coyyected in a yarge
internatonay manu acturing compan rom 73 frst‐ and second ‐yeiey managers oier an eight ‐month period.
Results
Resuyts indicate that, afer controyying or pre ‐training sey ‐efcac and other training methods, the number o
coaching sessions has a positie and signifcant reyatonship with post ‐training sey ‐efcac . Resuyts ayso show
that utyit cudgment, afectie organizatonay commitment, and wori ‐eniironment support haie each a
positie and signifcant reyatonship with post‐training sey ‐efcac .
H potheses 1,2,4 and 5 were supported.
H pothesis 3 was not supported: one possibye expyanaton o this resuyt is that the behaiiours associated with a
weai yearning goay orientaton ma be atenuated b the nature o executie coaching.
Discussion
Executie coaching, operatonayized in this stud b the number o coaching sessions receiied, was positiey
and signifcanty associated with sey -efcac at the end o the yeadership deieyopment program, afer haiing
controyyed or the two other deieyopment methods used and or pre-training sey -efcac . In other words, the
higher the number o coaching sessions, the greater the increase in the manager’s sey -efcac beyie s.
The paper frst suggests that an organizaton that wishes to improie its return on iniestment with regard to
coaching shouyd impyement a program with muytpye sessions spread oier a period o seieray months. This
paper ayso suggests that organizatons shouyd consider coaching rom a s stemic point o iiew, that is, taiing
into account not ony the design but ayso indiiiduay and situatonay iariabyes.
Lieitatons. First, the absence o a controy group decreased internay iayidit . The absence o per ormance
measurements is a second yimitaton o this stud .
ARTICLE 2: FELDMAN, DANIEL C., LANKAU, MELENIE J.,. (2005). EXECUTIVE COACHING: A
REVIEW AND AGENDA FOR FUTURE RESEARCH. JOURNAL OF MANAGEMENT, 31(6), 829–848.
DOI:HTTPS://DX.DOI.ORG/10.1177/0149206305279599
The macor goays or this reiiew are to: (a) defne and diferentate executie coaching rom other constructs; (b)
ident potentay outcomes rom executie coaching; (c) integrate muytpye theoretcay perspecties on how
and wh the coaching process might wori; and (d) ident indiiiduay, situatonay, and organizatonay iariabyes
that ma determine the efectieness o executie coaching.
Coaching: the process o equipping peopye with the tooys, inowyedge, and opportunites the need to deieyop
themseyies and become more efectie.
LEADERSHIP & COACHING
BY ROWAN MOELIJKER
YEAR 2018/2019
POSITIVE & ORGANIZATIONAL PSYCHOLOGY
ERASMUS SCHOOL OF SOCIAL AND BEHAVIOURAL SCIENCES
,MEETING 3
PROBLEM 6: COACHING?
ARTICLE 1: BARON, L., & MORIN, L. . (2010). THE IMPACT OF EXECUTIVE COACHING ON SELF-
EFFICACY RELATED TO MANAGEMENT SOFT-SKILLS. . LEADERSHIP & ORGANIZATION
DEVELOPMENT JOURNAL, 31, 18–38. DOI:10.1108/01437731011010362
Executie coaching has become an increasingy common method to siiyy deieyopment. Howeier, ew rigorous
empiricay studies haie tested its capacit to generate outcomes. The purpose o this paper is to iniestgate the
links between executve coaching and self‐efcacy in regard to superiisor coaching behaiiours.
Executive coaching: the process o equipping peopye with the tooys, inowyedge, and opportunites the need to
deieyop themseyies and become more efectie. Executie coaching inioyies the teaching o siiyys in the
context o a personay reyatonship with the yearner, and proiiding eedbaci on the executiees interpersonay
reyatons and siiyys. An ongoing series o actiites taiyored to the indiiiduayes current issues or reyeiant probyem
is designed b the coach to assist the executie in maintaining a consistent, confdent ocus as he or she tunes
strengths and manages shortcomings.
Six stages are mentoned that contribute to an efectie coaching process:
1. estabyishing a reyatonship o trust between the coach and the coachee;
2. eiayuatng the coachee and the pro essionay setng in which he or she woris;
3. proiiding eedbaci on this eiayuaton to the coachee;
4. estabyishing a deieyopment pyan and setng goays;
5. impyementng the behaiiours to be deieyoped or improied; and
6. eiayuatng the progress achieied.
Internal (in-house) coaches: coaches rom within the same organizaton as the coachee.
External coaches: coaches rom outside the organizaton.
Executie coaching is most commony used in the oyyowing contexts: (1) macor organizatonay changes
requiring new siiyys; (2) a siiyy-deieyopment need stemming rom a promoton; (3) a specifc siiyy-deieyopment
need or the managers in queston; and (4) the resoyuton o indiiiduay per ormance probyems.
Executve coaching and self-efcacy
Self-efcacacy is defned as the beyie that
a person has o being capabye o
accompyishing a giien tasi. The
oyyowing was h pothesized:
Hypothesis 1: Executie coaching has a
positie reyatonship with sey -efcac .
Individual and situatonal variables related to self-efcacy
Utlitacy judgeent: a partcipant’s subcectie eiayuaton o the utyit o the training receiied when he or she
returns to wori.
, Hypothesis 2: Utyit cudgment has a positie reyatonship with sey -efcac
Learning goal orientaton: a goay orientaton which resuyts in taiing actons that target siiyy master , seeiing
stmuyatng tasis, maiing sustained eforts when aced with difcuytes and integratng errors and eedbaci
aimed at improiement.
Hypothesis 3: Learning goay orientaton has a positie reyatonship with sey -efcac .
Afective coeeiteent: the ps choyogicay atachment to the organizaton.
Hypothesis 4: Afectie organizatonay commitment has a positie reyatonship with sey -efcac .
Hypothesis 5: Wori-eniironment support has a positie reyatonship with sey -efcac .
Method
The paper reports on a pretest‐postest stud o a yeadership deieyopment program using three training
methods: cyassroom seminars, acton yearning groups, and executie coaching. Data were coyyected in a yarge
internatonay manu acturing compan rom 73 frst‐ and second ‐yeiey managers oier an eight ‐month period.
Results
Resuyts indicate that, afer controyying or pre ‐training sey ‐efcac and other training methods, the number o
coaching sessions has a positie and signifcant reyatonship with post ‐training sey ‐efcac . Resuyts ayso show
that utyit cudgment, afectie organizatonay commitment, and wori ‐eniironment support haie each a
positie and signifcant reyatonship with post‐training sey ‐efcac .
H potheses 1,2,4 and 5 were supported.
H pothesis 3 was not supported: one possibye expyanaton o this resuyt is that the behaiiours associated with a
weai yearning goay orientaton ma be atenuated b the nature o executie coaching.
Discussion
Executie coaching, operatonayized in this stud b the number o coaching sessions receiied, was positiey
and signifcanty associated with sey -efcac at the end o the yeadership deieyopment program, afer haiing
controyyed or the two other deieyopment methods used and or pre-training sey -efcac . In other words, the
higher the number o coaching sessions, the greater the increase in the manager’s sey -efcac beyie s.
The paper frst suggests that an organizaton that wishes to improie its return on iniestment with regard to
coaching shouyd impyement a program with muytpye sessions spread oier a period o seieray months. This
paper ayso suggests that organizatons shouyd consider coaching rom a s stemic point o iiew, that is, taiing
into account not ony the design but ayso indiiiduay and situatonay iariabyes.
Lieitatons. First, the absence o a controy group decreased internay iayidit . The absence o per ormance
measurements is a second yimitaton o this stud .
ARTICLE 2: FELDMAN, DANIEL C., LANKAU, MELENIE J.,. (2005). EXECUTIVE COACHING: A
REVIEW AND AGENDA FOR FUTURE RESEARCH. JOURNAL OF MANAGEMENT, 31(6), 829–848.
DOI:HTTPS://DX.DOI.ORG/10.1177/0149206305279599
The macor goays or this reiiew are to: (a) defne and diferentate executie coaching rom other constructs; (b)
ident potentay outcomes rom executie coaching; (c) integrate muytpye theoretcay perspecties on how
and wh the coaching process might wori; and (d) ident indiiiduay, situatonay, and organizatonay iariabyes
that ma determine the efectieness o executie coaching.
Coaching: the process o equipping peopye with the tooys, inowyedge, and opportunites the need to deieyop
themseyies and become more efectie.
