Leadership Training Institute Dale Carnegie Training Personal Motivation and Purpose Paper Post a description of a positive professional experience when yo

Leadership Training Institute Dale Carnegie Training Personal Motivation and Purpose Paper Post a description of a positive professional experience when you felt motivated to perform at your best and a description of a challenging professional experience when you did not feel very motivated to perform. Be sure to include what were the sources of motivation in both experiences. Then explain what each experience taught you about the influence of intrinsic and extrinsic motivation on your performance and the motivations that are the main sources of job satisfaction for you.

As you are analyzing your motivations and sources of job satisfaction, consider the advice that was reportedly given to U.S. President John F. Kennedy:

“A great man is one sentence.”

—Clare Boothe Luce

After you post your descriptions, write your one sentence that captures how you define your purpose or main priority on which you want to focus to make your organization, community, or the world a better place. Think about the legacy you want to leave or how you want to be remembered, or what makes you want to get out of bed each day. Abstract
For the purpose of management and employee
development, the use of coaching has been
Multiple Faces of Coaching:
Manager-as-coach, Executive
Coaching, and Formal Mentoring
increasing over the last decade. This article investigates the theoretical background of manager-ascoach, executive coaching, and formal mentoring.
Based on the extant literature, it also examines
the definitions, purposes, practices and research
of those three interpersonal relationships. Then,
Baek-Kyoo (Brian) Joo
Jerilynn S. Sushko
Gary N. McLean
the similarities and differences among these
issues are compared. Finally, implications and
recommendations for future research are discussed. Overall, whereas manager-as-coach and
executive coaching are different practices in terms
of their purpose and process, executive coaching
Baek-Kyoo (Brian) Joo
(bjoo@winona.edu) is an assistant professor of human resources management
at Winona State University, Minnesota.
He received his Ph.D. in human resource
development at the University of
Minnesota, and a M.A. in human
resources and industrial relations from
the Carlson School of Management at
the University of Minnesota. His current research interests
include organizational learning /creativity,
leadership/employee development, and international
HR/OD. He has nearly 14 years of experience in HR/OD with
an oil company and an international management consulting firm.
and formal mentoring are more similar. It is
hoped that the conceptual distinction among
these interchangeably used practices should
enhance the understanding and appropriate
application of such developmental practices.
Practices for employee and managerial development (e.g., coaching, mentoring, and 360-degree
feedback) have been increasing for the last decade
Contact Information
(Joo, 2005; Noe, 2001). Traditionally, development
Baek-Kyoo (Brian) Joo
College of Business
Winona State University
Somsen Hall 302
Winona, MN 55987-5838
(507) 457-5191
baekkyoo@gmail.com
has focused on management level employees,
while line employees received training designed
to improve a specific set of skills needed for their
current job. However, with the greater use of
work teams and employees’ increased involvement in all aspects of business, development is
becoming more important for all employees.
Whereas training is focused on helping improve
employees’ performance in their current jobs,
development helps prepare them for other positions in the organization and increases their abili-
Volume 30
Number 1
Spring 2012
19
Jerilynn S. Sushko (jsushko@thebusinesstraininggroup.com) holds a MBA
and a M.A. in education from the
University of St. Thomas, St. Paul, MN.
She is president of a corporate training
and management consulting firm in
Minneapolis, Minnesota. She has over 20
years of business consulting and training
experience in HRM, HRD, and OD. Her
research interests include leadership/employee development, training methodologies, organization development
and change, and performance management.
ty to move into jobs that may not yet exist (Noe,
2001).
Employee development has become a necessary
component of an organization’s efforts to improve
quality, to retain key employees, to meet the challenges of global competition and social change,
and to incorporate technological advances and
changes in work design (Noe, Hollenbeck,
Gerhart, & Wright, 2007). Approaches for employ-
Contact Information
Jerilynn S. Sushko
University of Minnesota
601 Carlson Parkway, Suite 1050
Minnetonka, MN 55305
(952) 475-6300
jsushko@thebusinesstraininggroup.com
ee development include formal education, assessment, job experience, and interpersonal relationships (Noe, 2001). McCauley and Douglas (2004)
categorized formal developmental relationships
into five types: one-on-one mentoring, peer mentoring, formal coaching, mentoring in groups, and
action learning teams (Gilson, 2005). Among others, interpersonal relationship practices, such as
Gary N. McLean
(gmclean@noe.tamu.edu) is senior professor and executive director of international HRD in the department of
Educational Administration and Human
Resources at Texas A&M University. He
has a primary focus in international HRD
and OD. He is past editor of several refereed journals and served as president of
the Academy of Human Resource Development and the
International Management Development Association. He is
an OD practitioner with McLean Global Consulting, Inc.
coaching, mentoring, and counseling have been
increasing over the last decade.
While some coaching services are provided by
external consultants or coaches, many large
organizations also provide coaching practices by
internal HRD professionals, supervisors and managers, by internal mentors and coaches as well as
by external HRD and management development
consultants (Hamline, Ellinger, & Beattie, 2008).
Contact Information
Describing four variant of coaching (i.e., coaching,
Gary N. McLean
Texas A&M University
College Station, TX 77843
gmclean@noe.tamu.edu
executive coaching, business coaching, and life
coaching), Hamline et al. (2008) concluded that
each variant of coaching embraced features with
other variants. In this study, we focus on contrasting three practices: manager-as-coach (also known
as managerial coaching), executive coaching, and formal mentoring.
20
Organization Development Journal
Problem Statement
reviewing books and articles, we found many
labels for coaching and related practices, includ-
According to the International Coach Federation
ing manager-as-coach, managerial coaching, exec-
(ICF), its global membership has soared from
utive coaching, business coaching, life coaching,
about 1,500 in 1999 to almost 7,000 by the end of
career counseling, (formal) mentoring, and so on.
2003 (Joo, 2005). According to their website, the
Diversity in terminology can be a source of prac-
membership is now well over 11,000 in 82 coun-
tical and conceptual confusion that makes it diffi-
tries. Research into the efficacy of coaching has
cult for practitioners to identify research relevant
lagged behind and it has only started to develop
to their particular concerns. As the distinction
seriously over the last five years (Jarvis, Lane, &
among these practices is not clear, sometimes
Fillery-Travis, 2006). The membership of the
they are used interchangeably in practice. In spite
European Mentoring and Coaching Council
of the popularity of coaching, therefore, it may
(EMCC), the leading coaching associations in EU,
not be practiced as effectively as it might be
is approximately 2,700 and rising rapidly (Hamlin
because of the lack of understanding of its pur-
et al., 2008). As identified by Grant (2003), the lit-
pose and benefits among managers and organiza-
erature is at a point of expansion in response to
tions (Evered & Selman, 1989; Orth, Wilkinson, &
practice development.
Benfari, 1987).
Coaching has rapidly become a significant part of
Research Purpose and Questions
many organizations’ learning and development
strategy. Lack of transfer in learning and lack of
The purpose of this study is to explore the theo-
sustained behavioral change pointed toward the
retical background of, and to compare manager-
need for more individualized, more engaged,
as-coach, executive coaching, and formal mentor-
more context-specific learning (Bacon & Spear,
ing among others. The significance of this article
2003). Learning, development, behavioral change,
lies in the distinction of the three developmental
performance, leadership, career success, and
interpersonal relationships, based on the extant
organizational commitment are all concepts relat-
literature on coaching and mentoring. The con-
ed to coaching. While practice on coaching is
ceptual distinction among similar practices that is
increasing, more attention needs to be paid to
interchangeably used would enhance the under-
coaching by researchers. In their recent article,
standing and appropriate application of such
Hamline et al. (2008) urge that HRD researchers
developmental practices.
should pay more attention on coaching, as there
is an increasing entry into coaching of individuals
Thus, the research questions are three-fold: (1)
from various professional fields, including psy-
what are the theoretical backgrounds of the emer-
chology, psychiatry, adult education, manage-
gence of multiple faces of coaching? (2) what is
ment, and organizational development.
the rationale for the use (i.e., definitions and purposes) of manager-as-coach, executive coaching,
One of the key issues for research and practice of
and formal mentoring? and (3) what are the simi-
these interpersonal relationships is the appropri-
larities and differences among these practices?
ateness of the use of the term coaching. In
Volume 30
Number 1
Spring 2012
21
Methods
Background
This article focuses on published research on
In a knowledge-based economy, attraction, moti-
interpersonal relationship in the workplace.
vation, and retention of talented employees have
Articles for this review were identified through
been critical concerns in many organizations.
searches of Business Source Premier, Science Direct,
Fierce global competition and rapid technological
and Interscience databases (through December,
advancement have made jobs more complex and
2010), using key words, coaching, executive coach-
challenging (Joo, 2007). In addition, as teams have
ing, managerial coaching, manager-as-coach, and for-
become a basic form of organizational structure,
mal mentoring. We reviewed the reference list of
the role of leader has transformed from a tradi-
each article to identify additional citations that
tional director to a supportive coach. In order to
were not revealed by other search means. The
support its employees, organizations should not
majority of the research on manager-as-coach and
only introduce new development practices, but
executive coaching in the workplace has been
also build organizational learning culture and
published within the last 10 years. Research on
positive social relationships between managers
formal mentoring has longer history. Since the
and employees. Thus, coaching and mentoring
focus of this paper is on coaching, however, the
have emerged as important approaches for
literature review on formal mentoring relied on
employee development.
the major papers such as Wanberg, Welsh, and
Hezlett (2003). It should be noted that most arti-
Use of Teams in Organizations
cles are from practice journals such as Harvard
Business Review and Consulting Psychology Journal:
As the organizational structure has been trans-
Practice & Research. Books and book chapters on
formed into teams, several problems typically
the general topic of coaching in the workplace
have been encountered in moving toward the use
and on executive coaching have been reviewed as
of self-managed teams (Kulisch & Banner, 1993).
well (Bacon & Spear, 2003; Fitzgerald & Berger,
The first problem is what to do with first-line
2002; Kilburg, 2000).
supervisors who are no longer needed as supervisors. One option is to have them assume new
This paper is divided into six parts: the back-
responsibilities as coordinators or coaches
ground of the emergence of coaching; the practice
(Kulisch & Banner, 1993). Another problem is that
and research of manager-as-coach; the practice
managers who are one level above the teams will
and research of executive coaching; the practice
likely oversee the activities of several teams, and
and research of formal mentoring; a comparison
their roles will change to emphasizing planning,
of the three developmental interpersonal relation-
expediting, and coordinating (Kulisch & Banner,
ships; discussion including implications, recom-
1993). These managers need considerable training
mendations for future research, and conclusions.
to acquire skills in group leadership and the ability to delegate (McLean, 2006). Therefore, more
supportive leadership has become the preferred
style of leadership and coaching is being emphasized in a number of organizations.
22
Organization Development Journal
Complex and Challenging Jobs
knowledge, including technological expertise and
invisible assets, are the source of competitive
As Drucker (1988) concluded, organizations are
advantage. In order to effectively attract, moti-
shifting to an information-based organization, or
vate, and retain talented people, therefore, many
self-governing units of knowledge specialists.
firms try to become an employer of choice, which
Knowledge work is characterized by “unpre-
refers to a firm that is always the first choice of
dictable, multidisciplinary, and non-repetitive
world-class candidates due to its status and repu-
tasks with evolving, long term goals which, due
tation in terms of corporate culture and HR prac-
to their inherent ambiguity and complexity,
tices (Sutherland, Torricelli, & Karg, 2002). Thus,
require collaborative effort in order to take advan-
to be employers of choice, organizations try to
tage of multiple viewpoints” (Janz, Colquitt, &
outperform their competition in attracting, devel-
Noe, 1997, pp. 882-883). When jobs are complex
oping, and retaining people with business-
and demanding (i.e., high on challenge, autono-
required talent. They achieve this reputation
my, and complexity), individuals are more likely
through innovative and compelling HR practices
to focus all of their attention and efforts on their
that benefit both employees and their organiza-
jobs, making them more persistent and more like-
tions alike (Joo & McLean, 2006). According to
ly to consider alternatives that should result in
best employer studies (e.g., Fortune magazine’s
creative outcomes (Oldham & Cummings, 1996;
annual list of “100 Best Companies to Work for in
Shalley & Gilson, 2004). However, one of the char-
America”), the best companies on the list provid-
acteristics of complex and challenging jobs is that
ed employees with more learning and develop-
it is difficult to monitor them (Joo, 2007). In addi-
ment opportunities, which eventually lead to tal-
tion, employees who feel micromanaged easily
ent attraction and retention (Joo & McLean, 2006).
lose interest in their jobs (Csikszentmihalyi, 2003).
Thus, the best employers invest more time and
For many reasons, the role of leader has changed
money in developing their leaders and high-
from traditional hierarchical director to being a
potential employees such as coaching and men-
supportive and non-controlling leader. As the pre-
toring (Bennett & Bell, 2003).
ferred style of leadership has changed from directive to supportive, therefore, manager-as-coach
In summary, the use of team organization, com-
has become a new role of every supervisor and
plex and challenging jobs, and talent management
manager, especially in knowledge-intensive
strategy provide the rationale for coaching. The
industries. Finally, employees’ commitment and
definitions, purposes, practices and research of
retention are directly related to how they are
three interpersonal relationships are described in
treated by their managers.
detail in the following sections.
Manager-as-Coach
Talent Management
According to the resource-based view of the firm,
The increasing popularity of manager-as-coach
the firm is a bundle of resources—including tangi-
has been evidenced by numerous books on the
ble and intangible assets (Evans, Pucik, &
topic (Ellinger, Ellinger, & Keller, 2003) and a
Barsoux, 2002). Competencies, capabilities, and
number of programs teaching the coaching con-
Volume 30
Number 1
Spring 2012
23
cept and techniques offered by many consulting
learning. Manager-as-coach occurs as part of the
firms (McLean, Yang, Kuo, Tolbert, & Larkin,
everyday relationship between employee and
2005). Manager-as-coach has been identified as a
supervisor/manager and serves as a strong reten-
way of motivating, developing, and retaining
tion tool. Regular, constructive, and significant
employees in organizations (Evered & Selman,
feedback from managers and supervisors can add
1989; Orth et al., 1987).
to overall performance success (King & Eaton,
1999). Without specific feedback, effective per-
Definition of Manager-as-Coach
formance is not reinforced, ineffective performance is not identified, and employees do not
Manager-as-coach is defined as a managerial
know if their performance is meeting the expecta-
practice that helps employees learn and improve
tions of their managers, supervisors, or the com-
problem work performance by providing guid-
pany’s customers.
ance, encouragement and support (Ellinger,
Ellinger, Hamlin, & Beattie, 2010). More specifical-
Performance improvement is almost always iden-
ly, it is an ongoing process for improving prob-
tified as the primary potential outcome of coach-
lematic work performance (Fournies, 1987), help-
ing (Evered & Selman, 1989; Fournies, 1987;
ing employees recognize opportunities to
Hargrove, 2000; Orth et al., 1987). It also has been
improve their performance and capabilities (Orth
linked to increased job satisfaction, personal capa-
et al., 1987; Popper & Lipshitz, 1992), empowering
bility, motivation, and organizational commit-
employees to exceed prior levels of performance
ment, and to decreased turnover (Evered &
(Burdett, 1998; Evered & Selman, 1989; Hargrove
Selman, 1989; Orth et al., 1987; Yarnall, 1996).
1995), and giving guidance, encouragement and
However, there have been few studies that have
support to the learner (Redshaw, 2000). Manager-
described how manager-as-coach brings about
as-coach can also be defined as a leadership
these outcomes.
approach based on the condition of constructive
feedback that is designed to bring the most out of
Practice of Manager-as-Coach
people by showing that they are respected and
valued (Goodstone & Diamante, 1998; Hargrove,
A broader idea of manager-as-coach program
1995; Hudson, 1999). The majority of manager-as-
grew out of the success of external coaching and
coach definitions revolve around the idea of
mentoring practices (McCauley & Hezlett, 2001).
empowering people to make their own decisions,
This has led to increased attention on developing
unleashing their potential, enabling learning, and
managers who can coach all of their subordinates
improving performance (Rogers, 2000).
(Peterson & Hicks, 1996). As supervisors tend to
communicate more frequently with typical subor-
Purpose of Manager-as-Coach
dinates than with their protégés, support for
development can be reinforced more regularly
The benefits of manager-as-coach have been
through coaching than through mentoring
addressed by many researchers. Manager-as-
(McCauley & Hezlett, 2001). Moreover, manager-
coach occurs in the workplace so that on-the-job
as-coach suggests that development is important
activities and experience become the means for
for all employees, not just those who find or are
24
Organization Development Journal
assigned a mentor (McCauley & Hezlett, 2001).
isfaction and a tendency toward more life satisfaction.
Many researchers have focused on essential elements of coaching, effective coaching skills, and
Some research has examined coaching behaviors
coaching behaviors. There seems to be general
to identify “overt managerial practices that
agreement that coaching means creating a climate
demonstrate effective coaching characteristics”
of communication, support, trust, acceptance, and
(McLean et al., 2005). Ellinger et al. (2003) created
commitment for improving performance and
coaching behavior measures based on previous
developing employees’ capabilities (Darraugh,
research results of behavioral taxonomies
1990; Evered & Selman, 1989…
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