A Trojan Horse? The implications of managerial coaching for leadership theory

Abstract

This article examines the behaviours associated with managerial coaching and assesses the implications for leadership theory. Survey data from 521 line managers are analysed to: (i) identify the behaviours associated with managerial coaching, (ii) examine factors that affect the propensity of managers to undertake coaching and (iii) discuss the implications of the manager as coach role for leadership theory and practice. First, the analysis indicates that workplace coaching is distinct from specialized coaching practices. Second, demographic characteristics of individual managers, such as their age, experience or level of management qualification are unlikely to affect their propensity to undertake managerial coaching. However, leader-team member relationships (leader-member exchange) and occupational self-efficacy (OSE) are predictive of managerial coaching behaviours. Third, managerial coaching challenges traditional leader-centric models of leadership and requires an acknowledgement of reciprocity, collaborative 'meaning-making' and a diminished 'distance' between leaders and team members.

Observing practice leadership in intellectual and developmental disability services

“…Schalock & Alonso (2012) refer to four leadership roles needed in disability organisations: (1) mentoring and directing, (2) coaching and instructing, (3) inspiring and empowering and (4) collaborating and partnering. Elements of leadership such as modelling and coaching have long been recognised as important techniques for shaping skills and behaviour in many fields of health and human services (Cherniss 1980;Werner & DeSimone 2006;Anderson 2013) as well as intellectual disability services (Schalock et al 2008;Ashman et al 2010). Following Cherniss's conceptualisation, Mansell & Beadle-Brown (2012) described the model of practice leadership needed to deliver high quality support in intellectual disability services as involving skilled professional advice and assistance as well as administrative control, and an educational and developmental role rather than simply providing direction.…”

“…Schalock & Alonso () refer to four leadership roles needed in disability organisations: (1) mentoring and directing, (2) coaching and instructing, (3) inspiring and empowering and (4) collaborating and partnering. Elements of leadership such as modelling and coaching have long been recognised as important techniques for shaping skills and behaviour in many fields of health and human services (Cherniss ; Werner & DeSimone ; Anderson ) as well as intellectual disability services (Schalock et al . ; Ashman et al ).…”

Developing the leader as coach: insights, strategies and tips for embedding coaching skills in the workplace

“…In contrast, informal coaching occurs during everyday workplace conversations Á the few minutes snatched in the corridor in the midst of a busy project for a short highly focused coaching conversation (Greene & Grant, 2003) Á in which coaching techniques are used more implicitly. This kind of informal coaching accounts for most of the coaching conversations that managers have (Anderson, 2013). In addition, we have found that making clear distinctions between skills, performance and developmental coaching helps participants gain greater clarity on the type of coaching that is required in any specific situation (Standards Australia, 2011).…”

Coaching-Based Leadership Intervention Program: A Controlled Trial Study

“…For instance, Bass and Avolio's (1994) transformational leadership style is essentially about motivating followers to look beyond their own self-interest toward the achievement of team-related goals (Bormann and Rowold, 2018). In contrast, leaders' coaching behaviors refer to one-on-one interactions between a leader and an employee aimed at stimulating individual growth (Anderson, 2013) and may therefore be more suitable for addressing personal and professional developmental goals (Kunst et al, 2018).…”