Coaching models for leadership development: An integrative review

The purpose of this article was to describe and compare coaching models and to address their relevance to the advancement of leadership. Coaching has become a popular strategy for leadership development and change in complex environments. Despite increasing popularity, little evidence describes the necessity and impact of coaching. An integrative literature review from 1996 to 2010, retrieved through seven databases, reference tracking, and consultation with academic networks, led to inclusion of peer‐reviewed articles on coaching models. Themes and critical elements in the selected coaching models were analyzed. The search yielded 1,414 titles. Four hundred twenty‐seven abstracts were screened using inclusion/exclusion criteria, and 56 papers were retrieved for full‐text screening. Ten papers were included: two coaching models from health care settings, seven from business settings, and one from a medical education institution. Critical components of coaching models are: coach–coachee relationship, problem identification and goal setting, problem solving, transformational process, and mechanisms by which the model achieves outcomes. Factors that impact positive coaching outcomes are: coach's role and attributes, selection of coaching candidates and coach attributes, obstacles and facilitators to the coaching process, benefits and drawbacks of external versus internal coaches, and organizational support. The elements of coaching models identified in this review may be used to guide future research on the effectiveness of coaching as a leadership strategy.     

The characteristics of dyadic trust in executive coaching

This qualitative study explores the development of trust in executive coaching relationships. Interviews were conducted with 27 high‐level executives who were voluntarily engaged in executive coaching for the purpose of leadership development. The theory that emerged from these findings, as expressed in an integrated model of sequential, interdependent trust development, was that interplay of relational, situational, and behavioral factors influenced the development of trust in executive coaching. Trust was highest when (a) the client was willing to disclose honest feelings and thoughts to the coach and was met with a supportive, nonjudgmental reaction from the coach; (b) the organization was supportive of the positive leadership development that could occur in executive coaching; (c) the coach and client were clear about expectations of confidentiality and outcomes; and (d) the coach supportively confirmed the client's developmental needs, and challenged the client's leadership behaviors. These multiple, interdependent factors manifested throughout the coaching relationship to result in bonds of trust.     

Chance Events and Executive Career Rebranding: Implications For Career Coaches and Nonprofit HRM

We conducted and analyzed interviews with 20 executives from the for‐profit sector who had transitioned into second careers in the nonprofit sector. Our qualitative study provides an in‐depth analysis of the critical events that triggered career agency and stimulated the change process. At each stage of transition, the executives revisited their personal brands, deciding how to best position their skills, knowledge, and values within the context of their new nonprofit organizations. This research contributes to academic and practitioner knowledge of new career paths open to mid‐ and late‐career executives and insights for nonprofit leadership, as many nonprofits can anticipate major shortages of qualified executives. Each stage in the career transition process provides opportunities for human resource professionals to contribute to successful nonprofit leadership change: first, by creating opportunities for “chance events” motivating transition, followed by career coaching opportunities before and throughout the transition. © 2016 Wiley Periodicals, Inc.     

Gender and managerial coaching across cultures: female managers are coaching more

Despite the increasing popularity of managerial coaching in organizations worldwide, little is known with regard to how gender and culture may affect managerial behavior. The present study is the first empirical study on managerial coaching on a global scale. Based on social role theory, role congruity theory, and cross-cultural theory, we first expect female leaders to engage in more coaching behavior than male leaders. Second, we expect that male leadership, particularly coaching behavior, is more influenced by societal culture than female leadership. Survey data were obtained from more than 600,000 employees, assessing coaching behavior of more than 130,000 practicing managers from 51 countries/areas. Results support both expectations. Taken together, this study has advanced our empirical and theoretical understanding of managerial coaching on a global scale.     

The performance effects of coaching: a multilevel analysis using hierarchical linear modeling

Drawing on the conceptual foundations of feedback and behavior modeling we investigate the effects of managers' coaching intensity on the performance of those they supervise, at multiple levels of an organizational hierarchy. Data from 328 sales associates reporting to 114 middle managers, and 93 middle managers reporting to 32 executive managers are used to test the research hypotheses. Using hierarchical linear modeling we find that managers' coaching intensity influences the performance of their subordinates after controlling for job satisfaction, and this effect weakens at greater hierarchical levels. Surprisingly, we do not observe any cross-level moderating effects of coaching intensity on the satisfaction–performance relationship. We discuss the implications of our findings for future research and practice.     

Challenging ‘strategic HRM’ and the relevance of the institutional setting

One of the more fundamental aspects of the ongoing debate about the added value of HRM relates to ‘best’ practice versus ‘best‐fit’. Best practice suggests the universal success of certain HR practices, while best‐fit acknowledges the relevant impact of contextual factors. We argue that differences in embeddedness and in institutional settings between, for example, countries affect the nature of HRM. To understand this phenomenon, we are in need of additional theory. In this article we will use the theory of new institutionalism as a better way to understand the shaping of HR policies and practices in different settings. After a concise review of the latest debates in the area of strategic HRM, in which the resource‐based view is the dominant perspective, we turn to an analysis of HRM in different institutional settings, which suggests the need for additional theory: ie new institutionalism. We offer propositions to explain the impact of different institutional mechanisms, including coercive, normative and mimetic ones, on the shaping of HR policies and practices in organisations. The remainder of the article then focuses on possible implications for practitioners, theoretical implications for future research, and challenges for strategic HRM.     

Supervisors as good coaches: influences of coaching on employees’ in-role behaviors and proactive career behaviors

Coaching as an effective leadership initiative in organizations has gained increasing attention from scholars. This study investigates the effects of coaching on employees’ in-role behaviors (IRBs) and proactive career behaviors (PCBs), while also exploring the mediating role of psychological empowerment. Data were collected from a sample of 324 employee–supervisor pairs from 11 service companies in Taiwan. The results show that coaching was positively related to both IRBs and PCBs. Moreover, psychological empowerment fully mediated the coaching–IRB relationship and partially mediated the coaching–PCB relationship. Implications for managerial practices and future research are derived from these findings.     

Intercultural and sustainable leadership: A professional program for emerging educational leaders

This research reports on an investigation into the changing perspectives of educational leaders from the Asia‐Pacific region attending an AusAID‐funded Australian Leadership Award Fellowships (ALAF) program hosted by Australian Catholic University's (ACU National) Flagship for Creative and Authentic Leadership (the Flagship). The ALAF program aimed to strengthen the capacity of educational leaders from the Asia‐Pacific region to work more effectively in education systems and to better manage the competing demands of governments, education bureaucracies, educational organizations, and funding agencies. The research focused on how the Fellows viewed leadership, and how they viewed themselves as leaders before and at the conclusion of the program. What emerged was a growing interest in intercultural leadership and the concern for sustainable leadership.     

Increasing transformational leadership by developing leaders' information‐processing systems

According to the cognitive‐experiential self theory (CEST), all behavior is guided by two information‐processing systems: the rational system and the experiential. Previous research with school leaders has shown that the rational system and constructive elements of the experiential system have a strong positive relationship with transformational leadership, as outlined in the Full‐Range Leadership Theory. This article reports a pretest, posttest study using an intervention and control group to test whether changes to CEST information‐processing systems could bring about changes in transformational leadership. The results of a 10‐week, individually delivered coaching intervention program with a small group of school principals showed that there was a significant increase in transformational leadership scores between the pretest and posttest for the intervention group, as rated by school staff. The control group remained unchanged. Qualitative results from interviews indicated that school principals in the intervention group became more aware and reflective about their leadership practice. This study yields initial evidence that increasing rational and constructive thinking can develop the use of transformational leadership techniques.     

Health Care Educators: New Directions in Leadership Development

Fortune 500 companies have a competitive advantage in leadership development, whereas health care has lagged far behind. Physician leadership development, in particular, is a game changer for a closed staff, group practice that relies on a pipeline of physician leaders—such as the Cleveland Clinic. To address this leadership development gap in health care, the Cleveland Clinic Academy (CCA) was established in 2006. The academy is predicated on developing health care leaders with specific emphasis on physician leadership education using a competency‐based curriculum with value‐added components, including continuing medical education (CME) and master's of business administration (MBA) transfer credits. In the pioneering spirit of Dr. F. Mason Sones, the novel curriculum includes didactic learning, experiential immersion, and executive coaching, designed to promote physician career development, leadership potential, productivity and job satisfaction, and business acumen. The unique programs—54 stand‐alone courses, and customized programs such as Leading in Health Care, Staff Leadership Rotation, Samson Global Leadership Academy, Healthcare Finance and Accounting, and others—have affected individuals and patient care by reaching over 6,000 health care providers, including physicians from Cleveland Clinic, Bulgaria, France, Ireland, Japan, Qatar, UAE, India, Belgium, Saudi Arabia, Nigeria, Turkey, Dominican Republic, and throughout the United States. CCA provides a new direction in leadership development with an integrated competency‐based curriculum for physicians, nurses, and administrators.     

Discovering and developing collaborative leadership using vectors and videos

Leadership development continues to rely on executive and educational programs that focus on enhancing individuals’ skills, knowledge, or experience. But when leadership is collaborative (i.e., socially achieved by multiple people irrespective of status or title), then currently favored development approaches may be inadequate and inefficient because they do not train the correct skills and therefore waste leadership development dollars. In this paper, we describe a six-step process that can be used in organizations for collaborative leadership development. The six-step process used video recordings of two groups who watched themselves in order to notice and describe the emergence (or not) of collaborative leadership. Before watching themselves, we provided a new graphical language that changed the ways in which the group could see and understand their collaborative activity. The new graphical language (called vectors) made it possible for them to focus and comment on their group practice and not on their practice as individuals. This process of video recording a group and giving them graphical tools to reflect on the practices that they see, provides a simple way for participants to discuss their group patterns and the consequences of these for leadership. Their discussion was developmental in that it naturally helped the group to learn about their own practice. The six-step process seems to be particularly potent because it is based on the group identifying what does and does not advance their collaborative leadership experientially rather than just being taught about behaviors that support or detract from collaborative leadership. We conclude by reflecting on the implications of our process for those interested in developing collaborative leadership.     

Promise and peril in implementing pay‐for‐performance

Why would managers abandon pay‐for‐performance plans they initiated with great hopes? Why would employees celebrate this decision? This article explores why managers made their decisions in 12 of 13 pay‐for‐performance “experiments” at Hewlett‐Packard in the mid‐1990s. We find that managers thought the costs of these programs to be higher than the benefits. Alternative managerial practices such as effective leadership, clear objectives, coaching, or training were thought a better investment. Despite the undisputed instrumentality of pay‐for‐performance to motivate, little attention has been given to whether the benefits outweigh the costs or the “fit” of these programs with high‐commitment cultures like Hewlett‐Packard was at the time. © 2004 Wiley Periodicals, Inc.     

A cross‐cultural examination of the relationships among human resource management practices and organisational commitment: an institutional collectivism perspective

Previous research has shown that human resource management (HRM) practices vary across cultures. However, little research has empirically compared the effects of various HRM practices on firm‐level or individual‐level outcome variables across cultures. Drawing upon psychological contract theory and the literature on cultural values, the present study examined the effects of three organisational‐level HRM practices on individual organisational commitment in a survey of 2424 individuals in 120 organisations located in four countries and three industries. Based upon the GLOBE study, we classified the four countries into two groups – high versus low institutional collectivism. The results of our hierarchical linear modelling (HLM) analyses found significant differences in the effects of organisational‐level HRM on individual organisational commitment across cultures for two of the three HRM practices included in our model: training and teamwork. We also found partial support for differences across cultures for the effects of the third HRM practice: employee involvement in decision making. Overall, our results support the utility of theoretical and empirical models that address multiple levels of analyses to better understand the mechanisms through which the HRM‐performance link takes place across national cultures.     

Expanding the concept of fit in strategic human resource management: An examination of the relationship between human resource practices and charismatic leadership on organizational outcomes

We investigate the relationship between high‐commitment human resources (HCHR) practices and chief executive officer (CEO) charismatic leadership on voluntary employee turnover and relative performance to peers in a sample of 281 small firms. In this study, we expand upon prior conceptualizations of fit within the literature on strategic human resources (HR) to include the fit of HCHR with other aspects of the people management system. Specifically, we hypothesize a variety of relationships that may occur (e.g., positive synergistic, deadly combination, or substitution) and find that when a firm uses a system of HCHR practices and has a charismatic leader, performance is highest and turnover lowest. Conversely, when a firm does not invest in either, performance is lowest and turnover highest. We also found some support for a substitution effect as our data showed that when there is a mismatch between a firm's HR system and the leadership characteristics of the CEO, turnover is higher and performance lower than the high‐investment people management system (high HCHR and high‐charismatic leadership), but turnover is lower and performance higher than the low‐investment (low HCHR and low‐charismatic leadership) people management system.     

Toward a Framework of Leader Character in Organizations

While the construct of character is well grounded in philosophy, ethics, and more recently psychology, it lags in acceptance and legitimacy within management research and mainstream practice. Our research seeks to remedy this through four contributions. First, we offer a framework of leader character that provides rigor through a three‐phase, multi‐method approach involving 1817 leaders, and relevance by using an engaged scholarship epistemology to validate the framework with practicing leaders. This framework highlights the theoretical underpinnings of the leader character model and articulates the character dimensions and elements that operate in concert to promote effective leadership. Second, we bring leader character into mainstream management research, extending the traditional competency and interpersonal focus on leadership to embrace the foundational component of leader character. In doing this, we articulate how leader character complements and strengthens several existing theories of leadership. Third, we extend the virtues‐based approach to ethical decision making to the broader domain of judgement and decision making in support of pursuing individual and organization effectiveness. Finally, we offer promising directions for future research on leader character that will also serve the larger domain of leadership research.     

Content analysis of leadership in Asia‐Pacific organizations

Leadership and management are important factors that influence the ability of organizations to fulfill their goals. In this article, the role of two organizations was analyzed to determine which leadership styles are appropriate. The Asia‐Pacific Economic Cooperation (APEC) and the Pacific Economic Cooperation Council (PECC) are two international organizations in the region of Asia‐Pacific with similar goals but dissimilar organizational natures, properties, functions, and structures. Past studies researching APEC and PECC have mainly taken the perspective of macroeconomics or international relations. The intent when carrying out this study was to adopt a nontraditional approach to studying APEC and PECC by using a qualitative leadership and management methodology. By referring to identified leadership practices through content analysis and explored organizational paradigms through a narrative approach, this study recommends the application of suitable leadership and management practices to empower these two organizations and other similar organizations in the United States and other countries.     

When and why does transformational leadership influence employee creativity? The roles of personal control and creative personality

This study develops and tests a model of the underlying mechanisms linking transformational leadership and employee creativity using a sample of 240 matched middle‐level manager and front‐line supervisor dyads from a large foreign joint‐venture company in China. We propose that personal control and employee creative personality serve as a unique psychological mechanism and an important boundary condition to simultaneously influence the relationship between transformational leadership and employee creativity. Results of moderated‐mediation analyses provided support for our conceptual model, showing that transformational leadership was positively related to personal control, which also had a positive impact on employee creativity. Furthermore, creative personality was found to moderate the relationship between transformational leadership and personal control, which in turn, mediated the joint effect on employee creativity. Findings of this study provide insights into the research on leadership development and work design in HRM, which can inform human resource managers to design effective strategies and systems that can increase employees' creativity.     

360‐degree feedback with systematic coaching: Empirical analysis suggests a winning combination

Wanted: High‐performance work practices to gain a competitive advantage. An increasingly common answer to this desperate call is 360‐degree programs; unfortunately, they have, at best, mixed reviews when empirically assessed. This study found that a way to improve the effectiveness of 360s may be to combine them with coaching focused on enhanced self‐awareness and behavioral management. In a small manufacturer, this feedback‐coaching resulted in improved manager and employee satisfaction, commitment, intentions to turnover, and at least indirectly, this firm's performance. This feedback‐coaching may be a winning combination to help in the competitive battles in today's global economy. © 2004 Wiley Periodicals, Inc.     

Reducing Organizational Politics in Performance Appraisal: The Role of Coaching Leaders for Age‐Diverse Employees

We examined whether a supervisor's coaching leadership style predicts the perception of organizational politics in performance appraisal (OPPA) reported by the collaborators. Additionally, we drew on social cognition and motivational life‐span development theories to hypothesize age‐related differences in perceived OPPA and its link with the coaching leadership style. Using hierarchical linear modeling (HLM) on a sample of 576 employees and 112 leaders, we found that coaching leaders are perceived as less manipulative in their performance ratings, especially by older employees. This article includes a discussion of the implications these results have for performance management of an age‐diverse workforce. © 2016 Wiley Periodicals, Inc.     

Assessment Adrift: Review of the Current State of Assessment of Academically Based Leadership Education Programs

Assessment is a growing priority among the academy and also appears to be of increasing interest among academic‐based leadership education programs. This article offers a brief history of assessment within higher education as well as an overview of the current state of assessment in the context of academic‐based leadership education programs. While there are numerous studies reporting on assignment‐ and course‐level assessment activities, comparatively limited literature addresses program‐level assessment. It is the author's assertion that we must raise the level of conversation within our emerging discipline to identify effective best practices.