Exploring the delayed effects of leadership coaching: a pilot study

Spence, Gordon B.; Stout-Rostron, Sunny; Reenen, Michelle Van; Glashoff, Ben

doi:10.1080/17521882.2019.1574308

Cited by 6 publications

(9 citation statements)

References 25 publications

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“…PE is a model of evolution that describes change patterns in nature as occurring through periods of relative stability suddenly punctuated by rapid adaptation [ 118 ]. Social science researchers have recently used this evolutionary model to describe the delayed benefits of coaching when a certain event triggers an epiphany that catalyzes an individual to suddenly enact what he or she previously learned in coaching [ 119 ]. Likewise, evaluation scientists have highlighted “evolutionary epistemology” and posited that the natural selection of what knowledge survives and spreads in the real-world is not a “foreordained” process but takes place in “fits and starts” [ 120 ] (p. 4).…”

Section: Resultsmentioning

confidence: 99%

Adjust your own oxygen mask before helping those around you: an autoethnography of participatory research

2020

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Background: There is a need to unpack the empirical, practical, and personal challenges within participatory approaches advocated to optimize implementation. The unpredictable, chaotic nature of participatory approaches complicates application of implementation theories, methods, and strategies which do not address researchers' situatedness within participatory processes. As an implementation scientist, addressing one's own situatedness through critical reflection is important to unearth how conscious and unconscious approaches, including ontological and epistemological underpinnings, influence the participatory context, process, and outcomes. Therefore, the aim of this exploratory work is to investigate the heretofore blind spot toward the lived experience of implementation researchers within the participatory process. Methods: We developed an integrated research-practice partnership (IRPP) to inform the implementation of a gestational weight gain (GWG) control program. Within this IRPP, one investigator conducted a 12-month autoethnography. Data collection and triangulation included field notes, cultural artifacts, and systematic timeline tracking. Data analysis included ethnographic-theoretical dialogue and restorying to synthesize key events and epiphanies into a narrative. Results: Analysis revealed the unpredicted evolution of the GWG program into a maternal health fair and three themes within the researchers' lived experience: (1) permeable work boundaries, (2) individual and collective blind spots toward the ontological and epistemological underpinnings of implementation paradigms, and (3) maladaptive behaviors seemingly reinforced by the research culture. These themes contributed to the chaos of implementation and to researchers' experience of inadequate recovery from cognitive, emotional, and practical demands. These themes also demonstrated the importance of contextual factors, subjectivity, and value-based judgments within implementation research.

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Section: Resultsmentioning

confidence: 99%

Adjust your own oxygen mask before helping those around you: an autoethnography of participatory research

2020

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“…, 2008), our result may reflect the limited temporal separation between pre- and post-coaching assessments (on average four months) which may have been insufficient for coachees to display and the subordinates to observe behaviours associated with task-oriented leadership. Further, ICT and transformative learning theory which inform coaching, suggest change is an iterative process and takes time to unfold (Spence et al. , 2019).…”

Section: Discussion and Theoretical Contributionsmentioning

confidence: 99%

“…Unlike classroom-style leadership training which has been criticised for low learning transfer to the workplace (Boyce et al. , 2010), leadership coaches are described as “thinking partners” (Stout-Rostron, 2014) or “change agents” (Spence et al. , 2019), who facilitate desired and deep-level “inner” change to achieve sustained improvements in leader performance.…”

Section: Theoretical Background and Development Of Hypothesesmentioning

confidence: 99%

“…(2019) argued that leadership coaching informed by ICT, assists a person to experience “discoveries” when comparing, for example, their ideal and real self, leading to increased feelings of autonomy, relatedness, and competence and therefore motivation to change as informed by self-determination theory (Deci and Ryan, 2000). Similarly, Spence et al. (2019) argued that leadership coaching assists coachees (the leader being coached) to transform their beliefs and habits of thinking through the coach encouraging “practices” facilitating transformative learning such as the use of dialogue, critical reflection and awareness raising.…”

Section: Theoretical Background and Development Of Hypothesesmentioning

confidence: 99%

“…Further, due to coaching facilitating “deep” or “double or triple loop” learning where underlying assumptions, values and beliefs are questioned, the coachee's learning and development are likely to be sustained over the long term (Hargrove, 2008; Spence et al ., 2019; Witherspoon, 2014) .…”

Section: Hypothesis Developmentmentioning

confidence: 99%

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Interrelations between enhanced emotional intelligence, leadership self-efficacy and task-oriented leadership behaviour–a leadership coaching study

Halliwell

Mitchell

Boyle

2021

LODJ

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PurposeThe purpose of this paper is to investigate interrelations between enhanced emotional intelligence, leadership self-efficacy and task-oriented leadership behaviour following participation in leadership coaching.Design/methodology/approachOrganisational leaders (coachees) (N = 70) and their subordinates (N = 175) completed online questionnaires pre- and post-coaching. To account for pre-coaching scores, construct latent change scores were assessed using partial least squares structural equation modelling (PLS-SEM).FindingsResults indicate a positive association between enhanced emotional intelligence and leadership self-efficacy, however, little support was found for leadership self-efficacy as a mediator explaining an association between enhanced emotional intelligence and task-oriented leadership behaviour.Practical implicationsOrganisations aiming to improve leader performance through enhancing emotional intelligence and leadership self-efficacy may find value in leadership coaching due to the intervention's positive effect on these constructs, and the positive association observed between developmental changes in these constructs.Originality/valueResearch on the interrelation between emotional intelligence and leadership self-efficacy is scarce. This study extends the literature by investigating the interrelation between developmental changes between these constructs brought about by leadership coaching using latent change scores and PLS-SEM. The study also assesses whether enhanced leadership self-efficacy mediates an association between enhanced emotional intelligence and task-oriented leadership behaviour building on the literature explaining coaching's effect mechanisms.

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