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

Abstract

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.

Leadership coaching: enhanced emotional intelligence, leadership self-efficacy and task-oriented leadership behavior

“…Halliwell et al (2022) suggest that LSE is associated with both EI and task-orientated behaviors and acts as a mediator between them. Coaching increases EI which in turn improves LSE.…”

“…Leadership coaching is defined as “one-on-one tailored learning and developmental intervention for organizational leaders” (Halliwell et al , 2022). The aim is to provide sustained change in personal development and leadership behaviors through working with a coach or “change agent” in a collaborative, goal focused, and reflective relationship.…”

“…The review is based on “Interrelations between enhanced emotional intelligence, leadership self-efficacy and task-oriented leadership behaviour – a leadership coaching study”, by Halliwell et al (2022), published in Leadership & Organization Development Journal .…”

“…A research paper by Halliwell et al (2022) examines the interrelations between enhanced EI, leadership self-efficacy, and task-oriented leadership behavior following participation in leadership coaching. Data is gathered from the responses of 70 organizational leaders (coachees) and their subordinates in Australia to an online questionnaire survey.…”

Aligning Leaders and Organizations During Role Transitions: Addressing Issues of Competency, Role Identity, and Authentic Prototypicality

“…Leaders typically need to adjust their competencies during transition, commensurate with the shift in knowledge, skills, and abilities required by the new role. This process is called leader development (McCauley & Van Velsor, 2004) and often requires attention to the interrelated competencies of (a) industry-, domain-, and job-specific knowledge; (b) professional, technical, administrative, and interpersonal skills; and (c) values, beliefs, and attitudes concerning oneself, the task, and others that reflect managerial competency (Badawy, 1983;Halliwell et al, 2022). Grigoryev (2006) proposed four steps for assessing and evaluating candidates' competencies, including (a) identifying the desired outcomes for the given role, (b) identifying the behaviors that produce the desired outcomes, (c) converting each behavior into a core competency, and (d) designing behaviorally based assessments (e.g., interview protocols, surveys) to evaluate candidates' competencies.…”