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Leadership readiness: evaluating the effectiveness for developing managers as coaches

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Leadership readiness: evaluating the effectiveness for developing managers as coaches

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Content Running head: LEADERSHIP READINESS 1

LEADERSHIP READINESS: EVALUATING THE EFFECTIVENESS FOR DEVELOPING
MANAGERS AS COACHES

by
Kyle Chavez

A Dissertation Presented to the
FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION

May 2018

Copyright 2018 Kyle Chavez
LEADERSHIP READINESS 2

DEDICATION

To Joy, Sierra, and Chase.

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ACKNOWLEDGMENTS
Thank you to my dissertation Chair, Dr. Kimberly Hirabayashi, for your continuous
support from the beginning to the very end of my dissertation process. Thank you to Dr. Helena
Seli for stepping in and joining my committee at a moment’s notice, and thank you Dr. Anthony
Maddox, for not only your commitment as a member of my committee but also for your shared
experience related to my study’s site.
To my colleagues. Thank you Jason Lafferty and Brett Decker. We are the three amigos,
and it was a pleasure to have you along for the journey. Thank you for the sanity checks. I owe
a special thank you and gratitude to my doctoral colleague – Dora Higuchi. You provided a
tremendous amount of support through peer edits, reviews and recommendations and you did
this while you yourself were completing your own research and dissertation.
I would like to thank my organization and participants for your support and for allowing
me to complete my research. I hope this research will lead to further improvements in the area
of developing managers as coaches.
Finally, I owe a tremendous thank you and appreciation to my family. Joy, you stepped
in for the entire duration and in the moments where I could not be there. Sierra and Chase, I will
always be grateful for the fact that you allowed me to have this opportunity and for allowing me
to be “away” for so long. Thank you to my mom for the endless weekends and nights that you
supported our family, and to my in-laws for all the help you gave us. Thank you. Thank you.
Thank you.
Fight On!

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TABLE OF CONTENTS
Acknowledgments 3
List of Tables 6
Abstract 8
Chapter One: Introduction 9
Organizational Context and Mission 9
Organizational Performance Goal 10
Importance of the Evaluation 11
Description of Stakeholder Groups 11
Stakeholders’ Performance Goals 12
Stakeholder Group for the Study 12
Purpose of the Project and Questions 13
Methodological Framework 13
Definitions 13
Chapter Two: Literature Review 15
Managers as Coaches 15
Clark and Estes’ Gap Analysis Conceptual Framework 16
Knowledge, Motivation and Organizational Influences 17
Knowledge and Skills 17
Motivation 20
Organization 24
Cultural Change Theory 24
Cultural Models 25
Summary 28
Conceptual Framework 29
Figure 1. Conceptual framework. 30
Chapter Three: Methodology 31
Research Questions 31
Participating Stakeholders 31
Interview Sampling Criteria and Rationale 31
Interview Sampling (Recruitment) Strategy and Rationale 32
Data Collection and Instrumentation 32
Interviews 33
Data Analysis 34
Credibility and Trustworthiness 36
Ethics 37
Limitations and Delimitations 38
Chapter Four: Findings 40
Participating Stakeholders 40
Overview of Findings 41
Ability to Coach Others: Knowledge, Motivation, and Organizational Influences 42
Knowledge Results 42
Knowledge Themes 46
Motivation Results 48
Motivation Themes 51
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Organization Results 52
Evaluation of Training and Development Results 54
Organizational Themes 56
Summary 57
Chapter Five: Recommendations 59
Recommendations for Practice to Address KMO Influences 59
Procedural Knowledge Solutions 61
Metacognitive Knowledge Solutions 61
Motivation Recommendations 62
Organization Recommendations 64
Integrated Implementation and Evaluation Plan 65
Implementation and Evaluation Framework 65
Organizational Purpose, Need and Expectations 66
Level 4: Results and Leading Indicators 66
Level 3: Behavior 67
Level 2: Learning 70
Level 1: Reaction 73
Evaluation Tools 73
Data Analysis and Reporting 74
Summary 74
Conclusion 75
References 77
Appendix A: Interview Protocol: Managerial Coaching 83
Appendix B: Informed Consent/Information Sheet 86
Appendix C: Training Evaluation: Managers as Coaches Program 88
Appendix D: Training Evaluation: Managers as Coaches Program 91

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LIST OF TABLES
Table 1: Organizational Mission, Global Goal and Stakeholder Performance Goals 12
Table 2: Knowledge Influences 20
Table 3: Motivational Influences 24
Table 4: Organizational Influences 27
Table 5: Summary of Assumed Needs for Knowledge, Motivation, and Organizational Issues 29
Table 6: Study Timeline 35
Table 7: Manager Participants 41
Table 8: Demonstrated Knowledge, Skills, and Attitudes for Coaching Others 44
Table 9: Participants Reflect on Experiences to be Effective in Coaching Others 45
Table 10: Differentiated Approaches to Coaching 46
Table 11: Managerial Confidence to Coach Others 49
Table 12: Perception of Value for Coaching 50
Table 13: Perception to Change Leadership Style 51
Table 14: Opportunities for Participants to Coach Others 54
Table 15: Development Participants Receive to Support the Manager as a Coach 56
Table 16: Summary of Knowledge Influences and Recommendations 60
Table 17: Summary of Motivation Influences and Recommendations 62
Table 18: Summary of Organization Influences and Recommendations 64
Table 19: Outcomes, Metrics, and Methods for External and Internal Outcomes 67
Table 20: Critical Behaviors, Metrics, Methods, and Timing for Evaluation 68
Table 21: Required Drivers to Support Critical Behaviors 69
Table 22: Components of Learning for the Program 72
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Table 23: Components to Measure Reactions to the Program 73

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ABSTRACT
The purpose of this study was to evaluate the effectiveness of development of coaching abilities
for those who transitioned to front-line managers within an organization. The study consisted of
assessing knowledge, motivation, and organizational factors that help managers’ abilities to
perform as coaches for their employees. Eight respondents were interviewed who had become
managers within their first five years of formal leadership responsibility and who participated in
leadership-related programs. The findings validated the level of knowledge managers needed to
become effective coaches. Respondents demonstrated lower levels of confidence to perform,
and the findings identified the required organizational support needed for managers to effectively
coach their employees. Recommendations focus on modularized learning and development
initiatives that sustain the current organizational strengths in the discipline of employee coaching
as well as provide solutions for areas needing improvement.

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CHAPTER ONE: INTRODUCTION
Preparing the workforce to assume leadership roles takes precedence when organizations
prioritize their commitment by investing in leadership development that helps future leaders take
on significant roles (Leonard & Krider, 2014). According to a benchmark trends analysis from
Leonard and Krider (2014), organizations in the United States spend $15 billion dollars annually
to support leader development (Leonard & Krider, 2014).
Preparing leaders is an important issue to address given the role a leader has for engaging
the employee workforce for greater results, and this issue is highlighted by the financial loss of
between $450 to $550 billion dollars a year in lowered productivity (Sorenson & Garmin, 2013).
Preparing and developing leaders is important because understanding motivations and nurturing
behaviors through learning experienced early in a leader’s career helps avoid leader derailment
that may carry both career risks to the individual and financial loss to their organization
(Benjamin & O’Reilly, 2011). The results of underdeveloped leaders can be harmful to their
careers: even among high-performing leaders, 30% to 50% of high-potential and executive
leaders had their career paths move off course at some point, causing setbacks for both the
individual and the organization (Zhang, Leslie, & Hannum, 2013).
Organizational Context and Mission
The project site for this dissertation was the Explorer Space Corporation (ESC).
Humankind has produced questions of curiosity: What is in outer space? How would humans
explore space? What will be found when we get there? It is for this reason that ESC’s vision is to
reach for new heights and reveal the unknown so that all of humankind will benefit. ESC is a
national aerospace company established and headquartered in Southern California. ESC’s
primary mission is to carry out exploration of the solar system, to research planets, and to
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conduct earth science missions. ESC has a workforce of approximately 5,000 employees and has
an operating budget of approximately $7 billion.
Organizational Performance Goal
The organizational mission for ESC is currently being revised; however, the mission is
focused primarily on continued space exploration and research on planetary bodies and earth
science to better understand our universe and to search for life beyond our solar system. To
accomplish this task, the organization requires effective leaders to ensure success for the
operation of the organization as well as each mission the organization launches. The
organizational performance goal was to have, by the fourth quarter of 2016, 100% of those who
participated in a leadership development initiative demonstrate their ability to coach others.
These efforts are intended to help leaders prepare and become ready to lead others, as “leader
ready” is defined by Zainab (2011) as having a willingness and ability to step into the role of a
leader before it comes into fruition.
The author collaborated with ESC’s senior leadership team to establish the performance
goal. The criterion for the benchmark quota is based on industry best practices of identifying
and developing between 3% and 5% of the organization’s workforce ready to assume key
leadership roles (Ready, 2013). The achievement of ESC’s goal was measured through quarterly
talent assessments beginning in the second quarter of 2017, and the assessments observed a
candidate’s capabilities based on performance and an ability to assume a key role. In addition to
those making a transition into leadership, other similarly leveled front-line managers were
identified to participate in the leadership programs.

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Importance of the Evaluation
The problem of unprepared and underdeveloped leaders is an important problem to solve
for a variety of reasons. Leaders who are not ready to lead others are also not prepared to
execute changes and manage complexities within organizations (Hannah, Avolio, Luthens, &
Harms, 2008). In a study of 242 participating organizations assessing how leadership
development is rated in their own institutions, Loew (2015) found that slightly over half (51%)
believed their leadership was not ready to lead their organizations. Organizations need to be
confident in the efficacy of their leaders because of the consequences they may face when
leaders are not ready. For example, Wellins, Selkovits, and McGrath (2013) found, in a study of
291 human resource functions across different industries, that 60% of respondents determined
poor frontline leadership to be the cause for higher turnover amongst those same ineffective
leaders, a 65% loss in overall productivity for their organizations, and a 69% decrease in team
engagement.
Description of Stakeholder Groups
The stakeholders who contribute to the organizational goal are the executive leadership
teams, managers of the managers engaged in leadership development initiatives, and the
managers who have been developed. The executive teams serve as sponsors and decision-
makers and help set the strategic direction for the organization as well as inform where key
leadership roles will be established. The managers of managers being developed provide
direction and help monitor the progress of the people they nominate to participate in leadership
development initiatives. These managers of managers confirm roles and appointments to
positions filled by their nominees. Finally, the managers engaged in leadership development are
participants in development initiatives that provide grooming to assume and sustain key roles.
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These managers are accountable for the development the organization provides to them. The
managers who participated in development are the focus of this study.
Stakeholders’ Performance Goals
Table 1
Organizational Mission, Global Goal and Stakeholder Performance Goals
Organizational Mission
The mission for the Explorer Space Corporation (ESC) is to develop and operate
planetary spacecraft, conduct earth-orbit and astronomy missions, and operate a
deep space network.
Organizational Performance Goal
By July 2017, 100% of the front-line managers identified in a leadership
development program will be prepared to assume leadership roles.
Front-Line Managers
By July 2017, 100% the front-line managers who have participated in a leadership
development initiative will be able to demonstrate their ability to coach others.

Stakeholder Group for the Study
While the joint efforts of all stakeholders contribute to the achievement of the overall
organizational goal of identifying and developing ESC’s front-line leaders to fill leadership roles,
it was important to evaluate where ESC participants are in regard to their performance goal.
Therefore, the stakeholders of focus for this study were all ESC participants identified to
participate in leadership development and to assume future key leadership roles. The
stakeholders’ goal is to be prepared to assume key leadership roles. For the organization,
prepared leaders can manage employee performance by proving feedback and coaching. Failure
to accomplish this goal will lead to a gap in the succession pipeline for leadership roles. Not
having prepared leaders will have an adverse impact on the organization’s ability to provide
sufficient leadership to achieve the organization’s missions and goals.

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Purpose of the Project and Questions
The purpose of this project was to evaluate the degree to which ESC achieved its goal of
identifying, developing, and preparing the organization’s leaders to be leader ready by 2017.
The analysis focused on knowledge, motivation, and organizational elements related to achieving
the organizational goals. While a complete evaluation project would focus on all stakeholders,
for practical purposes, the stakeholders of focus for this analysis were front-line managers at
ESC.
The following research questions helped guide this study:
1. How does the knowledge, motivation, and organizational influences impact, support, or
hinder the manager’s ability to provide coaching and feedback to their employees?
2. How does the training and development on coaching that managers receive, meet the
needs of the managers’ role as coaches?
Methodological Framework
This project employed qualitative methods for data gathering and analysis. ESC’s
stakeholders’ current performance in relation to the organizational goal was assessed using
interviews and a literature review as it pertains to the readiness of managers in their ability to
lead others by providing coaching and feedback to others. Research-based solutions are
recommended and evaluated in a comprehensive manner.
Definitions
The following section includes the relevant definitions are referenced throughout this
study.
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Coaching: As it pertains to this study, coaching is communication an employee receives that is
workplace or job-related information intended to improve the performance or career
development.
Front-Line Managers/Leaders: The supervisors or managers who have individual contributors
reporting into them. Front-line managers or leaders typically do not manage other managers.
Managers as Coach: The role of a manager requires them to provide coaching to their
employees.
Mentoring: Similar to coaching where an employee receives guidance to improve on tasks or
skills. However, mentoring is typically only focused on development versus performance, and
mentoring is a long-term engagement.
Feedback: Feedback is the mode of communication that a manager will provide their employees
during coaching engagements. Feedback is related to specific goals or tasks and provides
guidance or information on how to handle similar future situations when they may occur.
Performance: For work-related activities, performance is the outcome for how employees carry-
out their individual goals or tasks.
Development: Is the learning of new skills or knowledge an employee acquires over a period of
time. Development is often a component in employee coaching.
Leader Ready: The preparation and level of readiness needed for a manager to effectively lead
others. This preparation includes the necessary knowledge, skills, abilities, and motivation to be
effective.

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CHAPTER TWO: LITERATURE REVIEW
Chapter Two begins to review the literature for the role of the manager and the leadership
responsibilities that include coaching others. The first section provides a general literature
review for managers as coaches. The second section addresses the skills and knowledge
influences required for someone to become an effective manager. The third section focuses on
the motivational factors needed for managers to have the confidence in their ability to lead others
as well as the value the manager feels they contribute to their organization. Finally, the review
ends with the organizational processes needed to support their managers who lead others to
accomplish organizational goals.
Managers as Coaches
A manager’s role as a coach becomes increasingly important, as coaching can increase
employee self-efficacy and promote positive behavior, therefore yielding higher performance on
the job (Pousa & Mathieu, 2015). Additional benefits to managerial coaching include team
cohesiveness, employee retention, improved individual motivation, and general conflict
resolution among team members (Beattie, Kim, Hagen, Egan, Ellinger, & Hamlin, 2014). In the
construct of managerial coaching, the meaning of manager-as-coach refers to the communication
that occurs between the front-line manager and the individual employee (Hagen, 2012). Hagen
(2012) provided a distinction between the difference between the manager-as-coach and
executive coaching where the manager-as-coach refers to a manager or supervisor’s relationship
between leader and individual, and executive coaching is a higher-level leader who receives
coaching generally from an expert external to the leader’s organization.
Managers as coaches who are identified as successful seem to possess a myriad of skills,
attributes, and behaviors. Prominent skills managers have to provide effective coaching were
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explored by Gilley, Gilley, and Kouider (2010), as they determined that specific interpersonal
skills, such as ability to develop and motivate others and modeling skills employees need to be
successful, were key predictors for a manager’s success in coaching. In earlier work, Gilley and
Gilley (2007) provided a specific construct of the importance of communication in coaching,
emphasizing that manager feedback provided to employees is a crucial factor in coaching.
Feedback should be timely in that it should be provided soon after an event or task and should be
continuous—not just a once-a-year communication. The complete coaching process involves the
manager’s role as a facilitator, guiding employees’ desired outcomes, helping to establish goals,
helping to motivate by surfacing strengths and bolstering self-efficacy, finding resources, and
monitoring progress (Grant, 2013).
Building and developing coaching skills become a necessity for a manager to
appropriately coach their employees. However, McCarthy and Milner (2013) asserted that the
complexity and breadth of coaching requires a differentiated approach to development.
Managers are often provided training and development from a limited range of opportunities,
such as specific workshops or single coaching models that may not serve the coaching needs of
all individuals (McCarthy & Milner, 2013).
Clark and Estes’ Gap Analysis Conceptual Framework
The gap analysis that guided this dissertation is the conceptual framework introduced by
Clark and Estes (2008). According to Clark and Estes, there are three primary causes that affect
performance: peoples’ knowledge and skills, motivation to accomplish a goal or task, and
organizational barriers such as culture and resources. The six steps to the gap analysis
framework are identifying business goals; identifying performance goals; determining
performance gaps; analyzing gaps to determine causes; identifying solutions to implement for
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knowledge and skills, motivation, and organizational barriers; and evaluating the results for the
solutions implemented (Clark & Estes, 2008).
Knowledge, Motivation and Organizational Influences
Knowledge and Skills
The literature in this review focuses on knowledge-related influences pertinent to the
achievement of ESC’s goal to develop managers and to prepare them for taking key leadership
roles in the future. In this section, literature is analyzed in terms of the types of knowledge
needed for new managers to be successful in their role. Much of the knowledge types managers
need to have can generally be covered with fewer than two conditions. The first condition is that
individuals need to have the information, knowledge, skills and abilities to perform their job in
order to meet performance goals (Clark & Estes, 2008). The second condition is the types of
information acquired over time and developed through experience (Clark & Estes, 2008).
Knowledge types. The knowledge types that influence learning are declarative (factual
and conceptual), procedural, and metacognitive (Krathwohl, 2002). The various knowledge
types are structured in such a way that the learner organizes knowledge for how the information
is understood and applied (Krathwohl, 2002). Factual knowledge is an aspect of declarative
knowledge and consists of discrete bits of information with isolated facts the learner either
already has or must know to perform the tasks of the role (Krathwohl, 2002). Conceptual
knowledge, the second type of declarative knowledge, is the learner’s understanding and ability
to connect two or more elements together to have a deeper understanding for how they operate
together to function appropriately (Krathwohl, 2002). Procedural knowledge is the methods and
approach to performing a task, and metacognitive knowledge is introspective awareness and
understanding of one’s own thoughts (Krathwohl, 2002).
LEADERSHIP READINESS 18

Stakeholder knowledge influences. As it pertains to the organization’s stakeholders,
the literature addressed procedural and metacognitive knowledge influences.
Procedural knowledge influences. A portion of the manager’s role is to lead others by
modeling specific knowledge, attitudes, and desired skills to those reporting into them, and the
other managerial responsibilities include task-oriented and operative obligations (Sillett, 2015).
The manager must already possess the technical knowledge for the profession, but also be
familiar with the systems that help execute the task-oriented type of work (Sillett, 2015). To
ensure the manager meets the important task-related and operative performance responsibilities,
the manager should know how to organize work into projects (Sillett, 2015). It is also important
for an individual contributor transitioning to become a manager to capture knowledge through
targeted experiences (Armstrong & Mahmud, 2008). Some knowledge that a manager should
have may be tacit, and this knowledge may not be easily transferred from others. Therefore,
managers need to have the appropriate projects assigned to them such that they can learn
experientially from (Armstrong & Mahmud, 2008).
Another example of procedural knowledge is effective coaching that includes one’s
ability to provide timely feedback and to assess others’ strengths, thereby leveraging strengths to
increase both confidence and performance (Robertson, 2014). Therefore, managers need to
effectively know how to coach and influence their teams to accomplish goals (Robertson, 2014).
Timely feedback is differentiated through individual goals, and McCarthy and Milner (2013)
suggested that coaching is differentiated by focusing on the employee’s individual needs tied to
organizational and work-related goals. Blanchard (2008) emphasized the need for managers to
situationally coach employees based on the goal and task-related levels of development needs of
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each employee, as development needs are defined by both the employee’s confidence and
competence to perform a task.
Metacognitive knowledge influences. This section addresses how one knows when to
use the knowledge needed and the reasons an individual should want to use that same knowledge
(Mayer, 2011). For managers, having an ability to unravel the already complex requirements for
the role and to be successful requires insight and consciousness of their experiences and of when
to apply those experiences to future tasks (Chia & Holt, 2008). Reflection on past experiences
helps the manager’s ability to think as a leader and fosters strategic insight that supports the
organization (Robertson, 2014). A manager who lacks this ability to reflect will eventually
struggle to translate and model their vision for the people they lead (Robertson, 2014).
The value of modeling behavior is beneficial for the manager’s employees as it pertains
to individual growth and contextual understanding of the organization, and this modeled
approach also helps to convey the manager’s individual insight and visionary expectations that
align employees to the organization (Dragoni, Park, Soltis, & Forte-Trammell, 2014).
Furthermore, the self-perceived knowledge base that the manager has for the role is also
important for their ability to perform the job well (Dragoni, et al, 2014). Below, Table 2 shows
the various knowledge types that a manager needs to help support and ensure continued success
for performing the role of leading others.

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Table 2
Knowledge Influences

Motivation
The previous section addressed the expected knowledge, skills, and behaviors needed for
managers to be successful. According to Clark and Estes (2008), in motivational research, three
indicators emerge: the choice to address a goal (i.e., active choice), the attention given to avoid
distractions in pursuing a goal (i.e., persistence), and, once a decision has been made to pursue a
goal, how mental commitment is made to complete the goal (mental effort). Contributing to
Organizational Mission
The mission for the Explorer Space Corporation (ESC) is to develop and operate
planetary spacecraft, conduct earth-orbit and astronomy missions, and operate a deep
space network.
Organizational Global Goal
By July 2017, 100% of the front-line managers identified in a leadership
development program will be prepared to assume leadership roles.
Stakeholder Goal
By July 2017, 100% the front-line managers who have participated in a leadership
development initiative will be able to demonstrate their ability to coach others.
Assumed Knowledge Influence Knowledge Influence Assessment
Procedural:
Managers need to know how to model
knowledge, attitudes, and skills for
effectively coaching their employees for
higher levels of engagement and
productivity.

Participants were asked during an
interview for examples of when they have
modeled knowledge, attitudes, and skills
while coaching others.

Procedural:
Managers need to differentiate their approach
in coaching to the needs of their employees.
Participants were asked during an
interview for examples where they needed
to change or differentiate their approach
to meet the needs of their employees when
providing coaching.
Metacognitive:
Managers must be able to reflect on their
coaching experiences to effectively coach
others.
Participants were asked during an
interview the instances when they have
reflected on their past experiences for
when they have effectively coached
others.
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these indices are varied influences such as one’s level of self-efficacy, the degree to which an
individual values a task and the emotions associated with performing the task (Clark & Estes,
2008). Motivation is reliant on beliefs, and Clark and Estes asserted that managers often believe
that employee motivation cannot be influenced. Clark and Estes offered a refute that, in fact,
motivation is essentially a product of the relationship between all those involved in the
workplace, and these relationships can be influenced.
Self-efficacy theory. As mentioned in the section covering knowledge, the knowledge
managers perceive they already have is important, and Bandura (2005) generalized that those
who use perceived knowledge may influence their own self-efficacy. One’s perception of
efficacy is not only important, but Bandura (2005) asserted that it has an impact on goals,
expectations, and other associated behaviors.
One motivational influence that is important for managers is self-efficacy, which is one’s
belief in the effectiveness of performing a specific task (Bandura, 2005). According to Pajares
(2006), as an individual gauges their task-specific self-efficacy to be high, confidence to perform
a task is raised, and efficacy is gauged to be low, could lead to lower levels of performance. The
goal to become effective is to gain self-efficacy through mastery experience and to become
empowered to perform (Pajares, 2005).
Manager self-efficacy. Participants in the leadership development program need to be
confident in their ability to effectively coach others. A manager’s self-efficacy for leading others
is important. As the manager develops a sense for their own ability to affect change over time,
they are likely to become more motivated to take initiative to perform tasks needed to
accomplish performance goals (Green, 2002). This positive belief in one’s own ability to lead
helps managers in their roles by influencing others to complete individual tasks and to achieve
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organizational goals (Green, 2002). Furthermore, Green (2002) asserted that a leader’s ability to
make judgments is influenced by their level of self-efficacy and will have an impact on their
ability to persist while facing managerial obstacles.
The manager, as a leader of others, requires a significant amount of key positive
leadership experiences to develop self-efficacy and to prepare for leadership roles (Chan &
Drasgow, 2001). When a manager has the confidence to lead others, the result will be felt by the
people whom the manager leads, which, in turn, may increase the motivation of those who report
to that manager (Robertson, 2014). The manager’s self-efficacy in diagnosing their team’s
strengths and development opportunities helps the manager overcome obstacles and make
decisions (Green, 2002). To maintain continuity for consistent changes in a given organization,
the manager needs the confidence to overcome problems such as organizational challenges,
employee skepticism, and working through ambiguous situations (Green, 2002). Because of the
tumultuous environments in which organizations operate, the role of the manager shifted from
maintaining stability and harmony to having the self-efficacy to react to the changing
organizational environments and goals (Green, 2002). In response to goals, and as leaders gain
confidence in their ability to coach others, they let go of the desire to complete goal-related tasks
themselves and allow their employees to complete them instead (Robertson, 2014).
Expectancy value theory. Another motivational theory relevant to understanding
managers’ performance is expectancy value theory; however, the focus in this section is on the
value, not the expectancy. The utility value orientation addresses whether an individual will
desire to complete a task and, if so, why they may follow through to complete the task while
measuring the importance as applied to their personal or professional needs (Eccles, 2006).
LEADERSHIP READINESS 23

Stakeholder expectancy value. Participants need to see the value of effective coaching
skills. For individuals, utility value may have considerable weight, as individuals need to believe
the work they perform adds a personal value to their careers as well as meets the needs of an
organization (Eccles, 2006). Having value for the work aligned to individual needs is important
because individuals become more engaged in the work that they perform when they believe the
effort they spend is worth their investment (Eccles, 2006). In turn, an organization benefits when
values are appropriately aligned to individual needs because better-aligned values help
employees become more committed to completing tasks, which may result in a higher level of
effort and performance (Eccles, 2006). The risk associated with having a lack of value for an
individual and their assigned tasks is that it may lead to disengagement and failure (Eccles,
2006). Given the risk that managers take in leading, such as having an accountability for others
as well as being responsible for meeting organizational goals, having a lack of utility value
increases the fear managers have of failing and lowers their confidence (Felfe & Schyns, 2014).
Prior to stepping into a leadership role, an individual may have certain aspirations or
career desires that lead to a manager-level promotion, but it may also be assumed that the
motivation to lead is due to one’s belief that a managerial position yields greater influence in
affecting change for an organization (Felfe & Schyns, 2014). Other influences that drive
managers to step into leadership roles are the social pressures and expectations that, in some
instances, inspire managers to become leaders (Felfe & Schyns, 2014). Managers who choose to
lead may also have non-selfish motives that point towards a desire to contribute to the overall
team’s welfare (Arbak & Villeval, 2013). Depending on the process for selection to a manager
role, the organization may support the notion that developing into a leadership role is both a
privilege and an obligation, contributing to the overall performance of the organization
LEADERSHIP READINESS 24

(Waldman, Galvin, & Walumbwa, 2013). The stressing of this mindset may influence a
manager’s individual framework for leading others and for their role in contributing to both their
team as well as the organization (Waldman et al., 2013).
The following table references the motivational needs of managers in becoming effective
leaders within the organization. In this case, both self-efficacy and utility value motivational
needs were identified.
Table 3
Motivational Influences
Organizational Mission
The mission for the Explorer Space Corporation (ESC) is to develop and operate planetary
spacecraft, conduct earth-orbit and astronomy missions, and operate a deep space network.
Organizational Global Goal
By July 2017, 100% of the front-line managers identified in a leadership development
program will be prepared to assume leadership roles.
Stakeholder Goal
By July 2017, 100% the front-line managers who have participated in a leadership
development initiative will be able to demonstrate their ability to coach others.
Assumed Motivation Influences

How Will It Be Assessed?

Self-Efficacy -
Managers who have participated in
leadership development need to
be confident in their ability to
effectively coach others.
Interview question regarding their confidence in their
ability to coach others.

Expectancy Value – Managers need to
see the value for effective coaching
skills.
Interview question regarding their belief for the
importance of effective coaching, and the value it
brings to the organization.

Organization
Cultural Change Theory
Defining the cultural intricacies in an organization is not easy, and Schein (2004) asserted
that the notion of culture suggests that an intact group shares a level of stability with common
beliefs and characteristics which can inadvertently add to the complexity of defining culture.
LEADERSHIP READINESS 25

Furthermore, the implication for group identity becoming nearly inseparable from the
composition of the group itself suggests that behavior shared among a group is difficult to
change and may be dangerous if behaviors are unwanted and unstable (Schein, 2004). As
cultural concepts are important to define, there is yet another implication to culture in an
organization referring to the desire to execute change, and Kezar (2001) noted that change is
often defined in general terms, such as incremental observations over time. Attributes of change
that are important to underscore are those that help to determine why a change occurs, what
happened with the change, what the outcomes identified were, and how these were identified
(Kezar, 2001). Synthesizing both understanding organizational culture and how change might be
defined may also help identify root causes for gaps in an organization (Clark & Estes, 2008).
Cultural Models
Although there are many change models described in research, the focus of this study is
on the cultural aspect of organizational change and the potential barriers (Clark & Estes, 2008).
Understanding the dynamics of organizational culture is not enough; therefore, recognizing a
culture map becomes important, and this can be accomplished by classifying activities, events,
and interaction through the lens of cultural models and settings (Gallimore & Goldenberg, 2001).
Gallimore and Goldenberg (2001) defined cultural models as a means to comprehend the typical
shared understanding and mental thought process within a group. Shared understanding of
mental thought processes may be a challenge for those within a group to acknowledge from the
perspective of an insider since they are routine and can often go overlooked (Gallimore &
Goldenberg, 2001).
Cultural settings are the second component of understanding organizational culture, and
settings were described by Gallimore and Goldenberg (2002) as the observable actions that occur
LEADERSHIP READINESS 26

when two or more people connect to accomplish a goal or task they value. In settings and
models, the collective consideration of the organization’s environment, its groups, and the
individuals who support the organization are important and offer insight as to the reasons cultural
nuances and barriers help and hinder change (Clark & Estes, 2008). Resistance to change often
stems from a lack of a clear vision, goal, or method to demonstrate progress towards desired
outcomes (Clark & Estes, 2008).
Cultural setting influences. The organization lacks opportunities for managers and
employees to come together for collaboration beyond scheduled one-on-one meetings. Gormley
and Van Nieuwerburgh (2014) suggested that the interaction for which people come together to
make organizational change happen likely begins with a relationship to coaching people, as
coaching changes people and the people ultimately change the organization. As previously
mentioned, Clark and Estes (2008) reinforced that, in order for change to be effective for all
facets of the organization (environment, groups, and individuals), attention should be paid to
individuals by equipping them with the essential principles and skills needed to be successful. In
addition, Gormley and van Nieuwerburgh (2014) suggested that an organization clarifies the
benefits for the effort spent on coaching others. Therefore, the coaching culture becomes a result
of individual capabilities created and supported through the targeted effort of senior leaders
reinforcing the importance of coaching and creating a thriving environment by providing
opportunities for feedback and measuring its success (Gormley & van Nieuwerburgh, 2014).
A potential influence that should support the effort to create positive change is the
assumption of having buy-in from senior leadership (McComb, 2012). As an example,
leadership development, such as training on how to coach, is not effective if the managers of the
managers being developed do not support or, perhaps, attend the same types of training
LEADERSHIP READINESS 27

themselves (McComb, 2012). Clark and Estes (2008) furthered this assertion by maintaining
that, if change is to solidify, top management must be involved in the development of the change
effort throughout the entire process. Furthermore, if creating a coaching culture is important,
then such initiatives must be prioritized to level-up competing demands and activities within the
organization (McComb, 2012).
Having an understanding of the organization’s barriers as well as what is valued
culturally is a critical element for sustaining organizational change. Cultural understanding is
also supported by what is visibly observable through the organization’s culture setting, such as
the observable interaction between the manager and the employee providing and receiving
coaching. Finally, clear and consistent communication of relevant organizational goals and
outcomes for what is expected of a manager and employees, aligned with the desired change,
increases vitality. Communication should be candid, transparent, and repeated to maintain
awareness of the change (Clark & Estes, 2008).
Table 4
Organizational Influences
Organizational Mission
The mission for the Explorer Space Corporation (ESC) is to develop and operate
planetary spacecraft, conduct earth-orbit and astronomy missions, and operate a deep space
network.
Organizational Global Goal
By July 2017, 100% of the front-line managers identified in a leadership development
program will be prepared to assume leadership roles.
Stakeholder Goal
By July 2017, 100% the front-line managers who have participated in a leadership
development initiative will be able to demonstrate their ability to coach others.
Assumed Organizational Influences

Organizational Influence Assessment
Cultural Setting
Lack of opportunities for managers to
meet with their employees to provide
coaching.
Interview questions that capture how participants
perceive the current climate of leadership within
the organization that supports a coaching culture.
LEADERSHIP READINESS 28

Summary
Research on the theory for knowledge, motivation, and organization factors and
influencers for first-time managers provides an understanding of what managers need to know to
successfully lead others. The literature also underscores the specific needs for managers:
• Understand the role of a manager,
• The support needed for front-line managers to help establish goals for their employees,
• Knowledge needed to provide effective feedback that is aligned with goals for their
employees,
• An understanding for the value that coaching others adds to an organization,
• Senior leadership support to change behavior towards leadership effectiveness, and
• The need for managers to contribute/align outcomes with institutional goals (Table 5).
This study sought to evaluate how well an organization develops its managers to coach
others and how effective managers are at coaching and providing feedback to their employees.
This study used interviews to determine the managers’ efficacy and their ability to coach others,
addressing the knowledge, motivation, and organizational influences that affect managers’
abilities. The following chapter provides further explanation of the process used to assess these
influences as well as explains the validation process in greater detail.

LEADERSHIP READINESS 29

Table 5
Summary of Assumed Needs for Knowledge, Motivation, and Organizational Issues
Assumed Needs
Sources Knowledge Motivation Organization
Learning and
Motivation
Theory
• First-time managers
need to know who
and what their
support systems are
to effectively
manage their teams.
• Managers need a
model to effectively
coach their
employees.
• Managers need to be
able to self-assess
their ability to coach
others.
• Managers need to be
confident in their
ability to coach
others.
• Managers need to
understand the value
for their efforts to
coach others.
• Managers need
resources such as
strong role models
that help them
become more
effective as coaches.

Conceptual Framework
The setting for research was a national space organization. The focus was on front-line
managers who transitioned to managers for the first time and who have formally led others
within the institution. The influencing factors may either support or hinder a manager’s ability to
effectively lead. A modified gap analysis was used that included interviews and a thorough
literature review to help assess the relevant influencing factors. The basis of these influences
was adopted from the Clark and Estes’ (2008) knowledge, motivation, and organizational
framework. These factors include the knowledge one needs as a manager such as an ability to
coach others, the manager’s ability to self-assess coaching skills, and the supporting systems that
enable managers to effectively coach their employees. The managers’ self-efficacy for coaching
as well as their perceived value to their organization are important factors to consider. Finally,
LEADERSHIP READINESS 30

the organization’s culture that includes having a lack of effective role models that provide
support influence the manager’s coaching ability. Figure 1 illustrates the conceptual framework
for transitioning front-line managers, their employees, and the influencing factors.
Sample criterion includes front-line managers who have made a transition as a manager
within their first one to five years as formally serving in the role. Additionally, an employee
either benefits or experiences an adverse impact on their manager’s ability to coach effectively,
therefore the perception of the employee may also be considered.

Figure 1. Conceptual framework.

LEADERSHIP READINESS 31

CHAPTER THREE: METHODOLOGY
The purpose of this project was to evaluate the degree to which ESC achieved its goal of
identifying, developing, and preparing the organization’s leaders to be leader ready by 2017.
The analysis focused on knowledge, motivation, and organizational elements related to achieving
the goals. While a complete evaluation project would focus on all stakeholders, for practical
purposes, the stakeholders focused on in this analysis were front-line managers at ESC.
Research Questions
The following research questions helped guide this study:
1. How does the knowledge, motivation, and organizational influences impact, support, or
hinder the manager’s ability to provide coaching and feedback to their employees?
2. How does the training and development on coaching that managers receive, meet the
needs of the managers’ role as coaches?
Participating Stakeholders
The stakeholder population of focus were managers who transitioned to a formal
management role for the first time and accomplished this transition within their first one to five
years as managers. In this population, management roles are considered front-line management
roles with one level of reporting structure and where there is no managing of other managers.
The stakeholders in this population would have received both formal and informal development
as it relates to increasing their ability to coach or provide feedback to others.
Interview Sampling Criteria and Rationale
Criterion 1. Front-line managers who transitioned to management within the first one to
five years of assuming the management role. These same managers also made the transition for
LEADERSHIP READINESS 32

the first time. The rationale for this criterion was to focus on the effectiveness of development
for newer managers in transition.
Criterion 2. Front-line managers within their first one to five years in transitioning to
management for the first time, and who received formal or informal development in the topics of
providing feedback and coaching to others. The rationale for this criterion was to focus on
newer managers who received leadership development that included increasing their skills for
coaching and providing feedback to others.
Interview Sampling (Recruitment) Strategy and Rationale
The sampling approach used was a purposeful method using a convenience sample.
Eight participants met the criteria for inclusion of this study. The rationale for the sampling
method was primarily due to the nature of the situation (Merriam & Tisdell, 2016). In the case
of this study, the researcher had access to the participants, as the participants were co-located at a
single organization where the researcher is also engaged in work activities. In addition, the
participants already took part in an organization-sponsored development initiative. Lastly, the
case had occurred in advance of the sample draw, and Merriam and Tisdell (2016) advised that
this method is appropriate so long as the criteria for the participants are established.
Data Collection and Instrumentation
For this study, the research method used were interviews. Interviews were used to
retrieve information that could not be captured in surveys or observations, and Patton (2002)
asserted that interviews are used to gather information that cannot necessarily be observed and to
gain further perspective. The interviews, in particular, retrieved information about the managers’
valuing (motivation) of the topic of coaching, the organizational influences that may exist, and
the individual development received in the area of coaching.
LEADERSHIP READINESS 33

Interviews
Weiss (1993) recommended using interviews to help develop detailed descriptions,
integrate various perspectives, and help formulate how events and tasks are interpreted. A
combination of approaches was used, including an informal conversation as well as a general
interview guide (Patton, 2002). The informality of the conversation generated spontaneity of
questions dependent on the level of experience of the participant and on how the line of
responses was delivered by the participant (Patton, 2002). A general interview guide helped
structure the questions to stay focused on the research questions before the interview began
(Patton, 2002). Interview questions were developed based on the conceptual framework to
include the needs of managers in the areas of knowledge, motivation, and organizational
processes.
The interview protocol included interviewing eight managers from a pool of 90 potential
participants. Interviews were conducted one at a time, lasting approximately one and a half
hours each. Interviews were either held in the participants’ offices, conference rooms located on
the premises, or at an identified off-site location not affiliated with the organization. Participants
were provided context before beginning the interview and were reminded of the purpose of the
interview. Participants were reminded that they were not required to answer all questions asked
and that they could terminate the interview at any time during the process. The interviews
required abidance by the protocols of the institutional review board, and the researcher ensured
compliance with each of the items outlined within them. Open-ended and probing type questions
were designed to deepen the understanding of the experiences of the participants in the subject of
coaching their employees and were aligned to address the research questions, as well as the
amount and types of development managers have received to support their ability to coach
LEADERSHIP READINESS 34

others. As part of the protocol, approximately 10 questions were asked, which were also a
component of the interview guide.
Data Analysis
The qualitative methodology used for the data analysis began by constructing an
inductive analysis, followed by a combination of inductive and deductive and finalizing the
analysis with a deductive mode (Merriam & Tisdell, 2016). For interviews, data analysis began
during data collection. Immediately following each interview, I wrote reflective memos where I
annotated my initial thoughts, concerns, and conclusions about the data in relation to the
conceptual framework and research questions. Bogdan and Biklen (2007) discussed this process
as a means of summarizing the data as they were collected and as initial thoughts or themes
emerged. Once I left the field, interviews were transcribed and coded. The analytic tools used
were derived from Corbin and Strauss’s (2008) methods for data analysis, including asking
questions by probing from the beginning to end of the research to ensure the data remained
relevant, drawing upon personal experiences by leveraging my expertise within a field similar to
that of the research, and identifying the “so what” and “what if” scenarios as the data emerged.
These methods forced rigorous attention to connections between the participant responses and
research questions.
In the first phase of analysis, I applied a priori codes from the conceptual framework
regarding the knowledge, motivation and organizational elements. This approach involved
chunking summaries of data to extract initial and relevant information as a foundation for next
steps (Miles, Huberman, & Saldana, 2014). I also developed a codebook that provided a
description for the open a priori and axial codes. In the second phase of analysis, empirical and a
priori codes are aggregated into analytic/axial codes. During this phase, patterns become more
LEADERSHIP READINESS 35

apparent and codes become explanatory to the emergent themes (Miles et al., 2014). Typicality
was addressed by capturing common responses among respondents. These responses were spot-
checked by member checking with various participants. Typicality was circumvented by being
self-aware and avoiding inferences and generalizations (Miles et al., 2014).
The codebook helped organize and prioritize responses. The transition from coding to
themes occurred in the third phase of analysis where I identified pattern codes in the data and
discovered themes in relation to the conceptual framework and research questions. Assessment
of the codes progressed by establishing assertions, supported by data, and interpreting them by
providing the associated findings in a process known as a data sandwich. I developed a habit for
writing analytic memos throughout the data collection process that also helped determine further
data points to consider (Harding, 2013). Analytic memos helped track patterns and themes as
well as confirmed coding decisions.
Table 6
Study Timeline
Dates Activity
January Recruitment of Participants
March-May Setting-Up Appointments
Conduct Interviews/Reflective Memos
June-August Transcribe Data
August Analyze Data
Analytic Memo Following Interviews
Coding Phases (September):
• Week 1. Validity Checks; Open Coding
• Week 2. Axial Coding
• Week 3. Data Themes
• Week 4. Draft Findings: Assertions/Supportive Data/Findings
August-October Write Chapter 4:
• April: Peer Exchange/Feedback/Revisions
Write Chapter 5:
• May: Peer Exchange/Feedback/Revisions
November Dissertation Defense

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Credibility and Trustworthiness
A study’s credibility and trustworthiness are determined by the attention given to design
and standards generally accepted by the scientific community (Merriam & Tisdell, 2016).
Therefore, the accepted standards should also ensure reliability and validity of the study
(Merriam & Tisdell, 2016). This study included multiple methods for how data were collected
and assessed. Much of the focus was on checking for validity as a means to ensure the research
measured what the study and the research questions sought to understand, and this was addressed
by triangulating sources of data, such as through multiple interviews. Credibility was supported
by consistency achieved through member checking, and, according to Merriam and Tisdell
(2016), this approach is often accomplished by having the participants check the data to gather
feedback and to ensure the data are accurate. The member checking approach avoided a single
interpretation guided only by the researcher’s perception.
Trustworthiness was established by adopting a model to check the data through a
framework of questions. Maxwell (2013) suggested a framework of questions that address
trustworthiness: What does the researcher need to know? Why is it important? What will the data
answer? How will the data be assessed? In addition, Maxwell discussed potential plans that may
mitigate threats of bias, such as holding multiple interviews to capture a broad range of
participants. The interview questions were constructed to ensure reliability by maintaining
consistency among the questions asked as well as alignment between data collection and
research questions.
Credibility of the researcher was important. In the case of this study, the researcher had
experience in the topic of the study, a history through working relationships with the study’s
LEADERSHIP READINESS 37

participants, and was trained in research practices through coursework and faculty direction as
part of his studies in a doctoral program.
Ethics
Given the thoughtfulness and focus of the research presented in this study, it may be
assumed that the methodology upheld the integrity of the study. However, it is also recognized
that a study’s integrity and rigor alone does not ensure ethical standards and approaches
(Merriam & Tisdell, 2016). With this clear understanding of the need to ensure an ethical
approach to research, the researcher protected participants through multiple practices.
First, the researcher submitted the proposal for the study to the University of Southern
California’s Institutional Review Board and followed all guidelines that helped ensure the well-
being and protection of participants’ rights. Furthermore, the researcher engaged the participants
only after final approval of the institutional review board and only after the researcher provided
and gained informed consent from each participant. Informed consent was provided through a
written form to ensure that participants were made aware that their involvement was voluntary,
to raise awareness of any potential implications of their participation, and to remind them that
they could stop their participation at any time without repercussions (Glesne, 2011). In addition,
participants were reminded that their statements would remain confidential and anonymous, and
this protocol was also included in the informed consent (Glesne, 2011).
Throughout the study, careful consideration was given to potential biases, as Merriam
and Tisdell (2016) reinforced the importance of checking on these biases and protecting the
study against any influences that may surface. Particularly in interviews, the researcher can
become the primary instrument for biases (Merriam & Tisdell, 2016). In the case of this study,
the role of the researcher may have added inadvertent biases to the study. At the time of this
LEADERSHIP READINESS 38

study, the researcher was the organization’s chief consultant for leadership and organizational
development, and part of this role was to help manage careers and provide frameworks to help
shape methods and approaches for improving career success. The bias risk to this study was that
participants may have viewed the researcher as obtaining personal information to share with
senior leadership. To mitigate this risk, the researcher reiterated to participants the purpose of
the study was to collect research related to the completion of a doctoral program, and, although
the data collected may be used to improve organizational practices, anonymity would be held
with strict confidentiality. To protect the study itself from imposed professional biases, data
were shared with program participants as well as colleagues to determine if professionally
related biases had emerged. As previously mentioned in this paper, member checking was a
crosscheck for the accuracy of the data collected.
Finally, the researcher asked for permission to record all conversations that took place in
the course of the interviews as well as permission to take notes as the interview occurred. For
the participants’ efforts, they were not incentivized or promised any gratuities. Given the ethical
policies established by the organization, it prohibits any gratuities in return for favors for
participation.
Limitations and Delimitations
There were several limitations and delimitations to this study. One primary limitation
was that this qualitative study was not generalized to a population beyond the confines of the
study’s site. In addition, the sample population was restricted to a single location, as only
managers working for the study’s selected institution participated. Another limitation was that,
as a doctoral student learning and gaining skills as a researcher, I remained a novice in the area
of constructing interview protocols, guides, and collecting data. Also included as a limitation is
LEADERSHIP READINESS 39

the fact that, since I was in the occupational discipline for developing employees, I may have had
biases that could have emerged as part of the study related to coaching and developing others.
Finally, there was an abundance of data collected. Given the amount of time needed for analysis,
certain points of data were not identified or included as part of this study.

LEADERSHIP READINESS 40

CHAPTER FOUR: FINDINGS
Participants were interviewed to evaluate managers’ ability to provide coaching to others.
The following research questions helped guide the interviews as related to the focus of this
study:
1. How does the knowledge, motivation, and organizational influences impact, support, or
hinder the manager’s ability to provide coaching and feedback to their employees?
2. How does the training and development on coaching that managers receive, meet the
needs of the managers’ role as coaches?
Facilitated interviews were used to address the primary questions that were also aligned
to the assumed influences as presented in Chapters One, Two, and Three. These influences are
further detailed by aligning the interview data on procedural and metacognitive knowledge,
motivation influences such as self-efficacy and expectancy value, and organizational influences
that include cultural models and settings.
Participating Stakeholders
Eight participants who met the criteria of transitioning to a manager for the first time, and
have been managing between 1 and 5 years were interviewed. Participants were solicited from
various segments of the organization representing the professional disciplines of science,
engineering, business operations, and information technology. All participants held at least a 4-
year college degree related to the type of work they performed. Table 7 contains the attributes
for each participant: years employed at the organization, years as a manager, and the number of
courses completed as part of the leadership development they received. Participant names were
protected by assigning each a pseudonym.
LEADERSHIP READINESS 41

Table 7
Manager Participants
Participants Years Employed at
Organization
Year(s) as a
Manager
Number of Completed Leadership
Courses Related to
Coaching/Feedback
Crystal 7 1 6
Dave 9 3 2
Joy 16 5 5
Kathleen 12 2 2
Mary 13 4 4
Mike 8 1 1
Paul 11 1 3
Tony 10 2 2

Overview of Findings
The assumed influences were validated through interview data. Findings are themed by
each research question. Furthermore, the findings address the influences presented within each
research question that include specific influences introduced in Chapter Three: knowledge,
motivation, and organizational influences. The interview data are used to assess each influence.
Among the findings, it was discovered that participants have the needed knowledge to
perform in their role as a coach, reflect on their experiences as coaches to improve their abilities,
and often differentiate their approach to coaching others. It was also discovered that, although
participants had the knowledge to coach, they were not necessarily confident in their abilities and
described having lower self-efficacy when engaged in coaching conversations. Participants did
see the value of their coaching effort related to the performance of their employees. The findings
also include that participants desired to change their behavior and develop as needed. However,
they felt they lacked the opportunities to provide coaching to their employees.
Although the participants provided interview data that demonstrated their ability to coach
well, they did not receive adequate training and development. Although they had the capability
LEADERSHIP READINESS 42

to coach on matters related to technical aptitude, they lacked the training to coach on topics of
career development. This finding may be related to the participants’ lower level of confidence to
coach, particularly when needing to have difficult conversations or when needing to have a
career-related coaching conversation.
Ability to Coach Others: Knowledge, Motivation, and Organizational Influences
The influences on participants’ ability to coach others are addressed by presenting
relevant data associated with the research question pertaining to how knowledge, motivation, and
organizational influences impact, support, or hinder the manager’s ability to provide coaching
and feedback to their employees. In this section, the results are thematically organized by
knowledge, motivation, and organizational influences.
Knowledge Results
The primary assumed knowledge needs were knowledge, skills, and abilities to coach
employees, ability to differentiate employees’ coaching needs, and ability to reflect on their
coaching experiences.
Participants who received leadership development modeled the knowledge, skills, and
attitudes to be effective. Interview questions were asked related to the knowledge, skills, and
attitudes needed to be effective. All participants provided examples that support their having the
factors that cover the needed knowledge, skills, and attitudes for coaching others.
The findings maintained that managers have both institutional and systemic knowledge,
and Sillet (2015) asserted that managers should have this as part of their background to share
feedback to their employees. Participant Paul shared his beliefs on arriving in the manager role
with this type of knowledge and stated, “I need to have both [a] technical background, and
experience sharing feedback in regards to professional development. My employees expect me
LEADERSHIP READINESS 43

to help navigate their challenges based on what I know about our institution.” Participants
expressed it was important to have a breadth of knowledge that includes specific expertise within
their operating domain as well as the ability to share career-related feedback.
Participants discussed it was important for them to coach their employees through
various methods just as they must develop their own leadership skills in coaching and giving
feedback. The participants found that coaching through demonstrations was an effective
approach. Participants also found it important to develop their skills both formally and
experientially. Armstrong and Mahmud (2008) asserted the importance of participating in tasks
one can learn from. Crystal shared an example of this approach to coaching:
I not only need to show them what good looks like, but I have to demonstrate how to do it
often. These people don’t always know how to complete the task. They’re not always
clear on their career paths. It’s my job to guide them there.
Crystal was aware that modeling and guidance as part of the coaching engagement were
important to include so that employees understood the coaching points. She was also aware
employee needs to participate in coaching engagements through experience versus verbal
explanations.
Other participants understood how effective this experiential application to coaching was
given their experiences through formal leadership programs. Joy talked about gaining the
knowledge needed to become an effective coach. She said,
I’ve learned it [how to coach] mostly by just doing it a lot. Also, because I took the
Launchpad leadership program, and I learned how to become a better coach. But mostly
it was practice. When I first was promoted, I wasn’t that good. I got better from training
and the experience of just doing it a lot.
LEADERSHIP READINESS 44

The participants discussed the benefits of participating in training and applying their knowledge
to their development as coaches. Table 8 provides additional examples that pertain to
participants having the needed knowledge, skills, and attitudes for coaching their employees.
Table 8
Demonstrated Knowledge, Skills, and Attitudes for Coaching Others
Participant Comments
Tony: “I believe people follow me as a leader, because I show them recognition when they do
a job well done, and I share feedback when their performance is slipping.”
Kathleen: “Goal setting in conversations [coaching] is just so important. It helps to anchor a
direction for where my employees need to go, and it takes out the ambiguity of what my
employees expect from me.”
Mike: “I most often coach my employees on the spot, or informally by the coffee cart. It just
so happens that I do the coaching as needed rather than force it into a meeting or something
like that.”
Dave: “When I give feedback, I try and give the feedback that is going to be relevant to what
they are doing.”

Participants reflected on their coaching experiences to become effective coaches.
Interview questions were asked related to instances when participants reflected on their coaching
experiences to effectively coach others. Six participants articulated examples on when or how
they reflected on their experiences.
The interview data suggest that the six participants often reflected on their experiences,
approaches to coaching employees, and on their knowledge to strengthen their ability to coach
others. Dave reflected on his coaching experiences and shared, “I have to make sure in my own
mind that when I am providing feedback, that it’s going to be something that is received and
tailored to the individual and their mentality.” Dave was aware that how the message is
interpreted depends on the succinctness of the message delivered. Becoming aware of one’s own
practices and behaviors is advantageous for a manager, as Chia and Holt (2008) asserted that
LEADERSHIP READINESS 45

being aware of these experiences and knowing when and how to apply them helps a manager
become more effective.
For the participants, having reflection and thoughts about coaching experiences
reinforced their understanding and learning for coaching. Table 9 provides further examples of
participants’ spending time on reflection to improve their ability to coach others.
Table 9
Participants Reflect on Experiences to be Effective in Coaching Others
Participant Comments
Mary: “I’ve thought about the mistakes I have made when coaching others often, and I think
it’s important for me to think about these things because it will eventually help me become a
better coach.”
Crystal: “I think about the times that my coaches and mentors shared information with me,
and the times where it’s stuck and when it was most influential. I try to use that same
approach with the people I coach.”
Tony: “If I’m giving feedback I need to receive it. I keep the feedback close to me, so I know
how to best apply what I have learned and share [it] with others.”

Participants adjusted their approach to coaching others and changed their delivery of
feedback based on their employees’ needs. Interview questions were asked of participants
related to if and how they changed their approach to coaching others, coaching processes, and
their coaching style. Six participants provided relevant examples that suggest they differentiated
their approach.
Kathleen shared her coaching practices, and she said, “I change my coaching based on
the goals we establish together. Performance goals are individualized to the employee, and that’s
how I coach differently for each person.” Kathleen indicated the understanding that establishing
clear goals and supporting the employee based on their experience for each goal is an important
approach in coaching others. Kathleen shared that, for each quarter of the year, she ensured she
LEADERSHIP READINESS 46

partnered with each employee and established performance goals for an approximate three-
month period. She helped to validate the goals by making sure they contributed to the
organization’s mission and that each goal was enriching to the employee. McCarthy and Milner
(2013) suggested that coaching is differentiated based on an alignment between the
organization’s and individual’s goals, and providing feedback that focuses on the achievement of
each employee’s goals. Employees often have individualized tasks and responsibilities, and each
has a differing degree of competence (Blanchard, 2008). Table 10 below includes examples
where participants believed differentiating their approach to coaching was important.
Table 10
Differentiated Approaches to Coaching
Participant Comments
Mike: “You know, everyone is different here, has different needs, and I need to engage them
differently. Some are more experienced than others, and I often coach based on how much
support someone needs.”
Crystal: “Some people need more coaching on technical acumen and others need more on
other professional skills.”
Joy: “I need to listen to the cues. I can tell when I need to do a little more motivation
compared to others.”

Knowledge Themes
Themes that emerged from the data include participants believing their role as a coach
was to motivate their employees, messaging of the feedback that signifies the participant’s goal
or intent, and differentiating coaching approaches. Participants described the coaching process
was often aimed at motivating their employees to either improve or sustain performance. They
further articulated the importance of establishing goals for each individual that were attainable
and relevant to the type of work performed. Participants also described their ability to share their
LEADERSHIP READINESS 47

knowledge and appropriate feedback when the coaching required some form of technical and job
specific information. However, they lacked knowledge on providing information related to
career pathing.
Managers with skills for influencing and providing feedback that leverages one’s
strengths appear to be more effective at improving others’ performance (Robertson, 2014). Mike
explained that he had hoped his efforts contributed to the engagement and motivation of his
employees. He stated the roles of the coach and manager were almost synonymous and said,
“My role as a manager to is motivate my people to do well. I do this by coaching them.” Mike
believed he had the influence to change behavior and improve engagement through motivation
and also believed that coaching was part of his job as a manager.
Participants were concerned with the messaging of their coaching and wanted to ensure
it was clear and aligned with their intent for performance improvement and to the team’s goals.
Tony said, “After I provide feedback, I do think about the message I shared and question if I
could have delivered it differently.” The manager is often tasked with sharing their own intent
for a team’s goals, and Robertson (2014) wrote that it becomes much more difficult to
communicate a message if the manager cannot reflect on their own experiences.
Participants explained that each coaching engagement offered different scenarios based
on factors such as expertise, tenure, and individual confidence of the employee on any given goal
or task. Mary provided her insight into how she differentiated her approach to coaching her
employees and said, “the coaching I give is situational. In some cases, it is all about building
confidence, and other cases it’s building competence. I’m always assessing this for each
member on my team.” Mary understood how to identify issues related to motivation and issues
related to skill-based challenges, then appropriately match her leadership style to the need of the
LEADERSHIP READINESS 48

employee. The manager needs to identify, diagnose, and provide the appropriate style of
coaching and feedback to support employees while matching coaching styles with each
development need (Blanchard, 2008).
Motivation Results
The assumed motivation influences were the need to be confident in the ability to coach
others as managers, the need to see the value of being effective in coaching, and a willingness to
change behaviors to become better coaches.
Participants did not possess the confidence in their ability to coach others. Interview
questions were asked related to their confidence in coaching others. Probing questions were
asked to cull data associated with dimensions such as their confidence before and during their
coaching conversations as well as areas participants were more or less confident on. None of the
participants provided examples to demonstrate they believed they had the confidence to coach.
Crystal discussed her experiences coaching and when she needed to deliver negative feedback to
the employee. She explained that she did not believe she would be effective going into these
types of coaching conversations and said, “When it’s going to be a difficult conversation, I’m
uneasy and not that confident. I really have to psyche myself up to have those types of talks.”
Crystal described the challenge that she had in approaching conversations that would entail a
difficult message for her to deliver. In this case, she described a scenario that would require an
additional level of confidence to execute and facilitate this conversation.
The data provided further insight into the levels of confidence participants had, such as a
belief that coaching is a naturally held competence. Participants believed they had higher
confidence with coaching technical knowledge versus career development. Mike discussed that
he felt he had many of the technical answers for his employees since he recently left his role as a
LEADERSHIP READINESS 49

technical expert to become a manager, but seldom felt he could direct career paths. He said,
“I’m more confident when I coach on the technical aspects of the role. I’m less so on other
things like helping people direct their careers.” Mike explained that he was more confident with
technical acumen and much less so in helping with career-development conversations.
The data suggest a need for the participants to become more proficient in their confidence
as coaches. This is significant because confidence in one’s own ability is valuable for improving
performance, and Bandura (2005) emphasized that having a higher self-perceived efficacy
towards goals and tasks helps to increase the impact for performance. Table 11 provides
additional examples for participants’ perceptions on their confidence as coaches.
Table 11
Managerial Confidence to Coach Others
Participant Comments
Paul: “I can’t say that I’m 100% confident when I coach.”
Kathleen: “For some people, I think coaching comes naturally. I’m not a natural. I’m not
always confident.”
Dave: “I find myself needing to rehearse quite a bit before I coach someone because I find that
I’m less confident about what needs to be said and why.”

Participants often saw the value of their efforts in coaching others. Participants were
asked about the value that they placed in their efforts to coach others. Five participants
articulated the value they placed on their efforts. Participants felt that coaching was a
meaningful part of their job, and that the dividends for improving performance were worth the
effort. Joy said, “I sure hope it’s valuable. It seems to make up a big part of my job. I feel
obligated as a leader to share feedback.” She described that her experiences as a coach were
largely shaped by the managers she had as an employee, and that she provided feedback because
LEADERSHIP READINESS 50

her employees expected it just as she expected feedback and coaching from her managers.
Interviewees felt it was their obligation to provide coaching, and, as Waldman, Galvin and
Walumbwa (2013) asserted, leadership responsibility alone contributes to managers’ underlying
valuing of leadership tasks such as providing feedback. Table 12 includes participant comments
related to the value they place on their coaching efforts.
Table 12
Perception of Value for Coaching
Participant Comments
Crystal: “I see coaching valuable not only for the feedback I give, but also for the coaching I
get from my managers.”
Mary: “Yes, it’s absolutely valuable. It gives us managers a chance to make course corrections
as we operate.”
Paul: “It can be a lot of work sometimes, but I do think coaching pays off.”

In the domain of improving one’s effectiveness for coaching, participants were generally
willing to change their behaviors that support an ability to coach others. Participants were asked
about their desire and ability to change their coaching style. Six participants provided examples
where they believed that behavioral change was important for them to become better coaches.
The data found that participants were positive towards changing individual behaviors.
Paul talked about how he looked to change his style and leadership behavior by exploring
courses and seeking feedback. Paul had recently taken a course that included a feedback
instrument known as a 360-degree assessment where he rated himself, and his peers, employees,
and managers rated and provided him feedback. Paul said, “I get feedback from my employees
through the 360 [feedback instrument]. I take it seriously, and it shapes the way I coach and
LEADERSHIP READINESS 51

lead.” In this case, Paul demonstrated a willingness to improve, appreciated the feedback he
received, and found it as an instrumental component to how he developed himself as a coach.
Participants desired to learn and change their behaviors to improve themselves as people
leaders within the organization. Having a desire to change for a positive impact is valuable,
whereas underlying barriers to change make the path to improvement more difficult (Clark &
Estes, 2008). As the organization has a shared goal of sustaining a coaching culture, participants
understood that they will need to continue to adjust. Clark and Estes (2008) affirmed that
resistance to change is typically accompanied by a lack of shared vision and goals. Table 13
includes examples of instances of participants’ seeking or desiring a change to their leadership
style.
Table 13
Perception to Change Leadership Style
Participant Comments
Kathleen: “If we’re expecting to change behavior of the people we lead, we should also expect
to change our own behavior.”
Dave: “I’m always looking for training that is offered here to help improve my skills in this
area.”
Mary: “Between the training and the feedback I get from my own manager, I have learned a lot
these past couple of years and where to continuously improve on.”

Motivation Themes
Themes that emerged from the data include that participants who coach are not confident
in their abilities and desire further development for coaching others. Tony shared an example
where career development for his employees was a struggle for him: “When it comes to career
development, I don’t feel like I have the right answers for people. I can use some more
development for myself in this area.” Tony was unambiguous in that he lacked confidence in
LEADERSHIP READINESS 52

career-related coaching. Green (2002) suggested that positivity in the manager’s own abilities
will support their ability to influence their employees as they provide guidance in goals and
tasks.
A second theme in the data suggests that, although participants were not confident in
their abilities to coach, they placed high value in their efforts and a willingness to improve their
abilities. Dave explained he observed his employees and their progression on projects and the
roles and programs they assumed. Dave said, “based on what I have seen from my folks as they
have improved in so many areas and take on larger roles in the organization, Yes, I would say
coaching is valuable.” Dave, like many of the participants, placed a high value on coaching and
believed that the outcome was improved performance as a result of their effort. The
effectiveness of coaching may increase if the managers find it more valuable, and Eccles (2006)
supported this notion by stating that, the more someone is invested in their responsibilities, the
more likely they will believe their investment is worth the effort.
Organization Results
The assumed organizational influences were the effect of the organization’s culture on
behaviors that enable participants to effectively coach others and participants lacking
opportunities and support to meet with their employees to provide coaching. Questions during
interviews related to when and where participants found opportunities to coach their employees.
Further probing questions discovered data related to how the organization as a whole supported
coaching. Seven participants provided comments related to having a lack of time for coaching,
facing competing priorities, and believing the organization did not fully support their efforts.
Participants discussed their views regarding how the organization did not fully support
the concept or their efforts in coaching. This lack of support could inhibit a goal for instituting
LEADERSHIP READINESS 53

further initiatives that help participants improve their coaching abilities. Clark and Estes (2008)
asserted that candid and transparent communication helps to uphold the desire for change. Mary
believed that the organization did not support coaching in general. She described her experience:
I spent a lot of time coaching my team. We’re one of the strongest performing teams and
we’ve been given the bigger projects. My section manager and her bosses haven’t given
me credit that it’s the way I’ve coached the team to get us there for being the reason
we’ve accomplished so much.
Mary explained that she was not fully supported in her coaching efforts, and this was largely
indicated by the lack of lack of communication from senior leaders about the importance and
value of coaching.
Crystal explained that she had a larger team, and she described the number of people she
leads is about the same as her peer managers. She said, “I’m juggling the tasks, and I’m
managing 20 employees. It can be a challenge to be able to get to everyone. Sometimes, I
don’t.” Data revealed that participants did not have the opportunities they would prefer to have in
order to provide coaching. Crystal went on to say, “We don’t hear a lot from our managers or
even their managers about coaching. I mean, it [coaching] happens because I get coached from
my boss, but it’s not something that is formal or anything.” Participants did not receive the
communication or clarification of the importance of coaching for performance improvement.
Clark and Estes (2008) suggested that organizational support is manifested not just by
individuals, but by the entire environment. Clark and Estes furthered this notion by suggesting
that individuals must be prepared with both the needed skills and the necessary principles that
guide change. Table 14 provides examples for participants describing the lack time and
commitment the organization provides them to coach their employees.
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Table 14
Opportunities for Participants to Coach Others
Participant Comments
Dave: “Biggest factor hurting my ability to coach is time.”
Tony: “Managers are working on projects and also managing the line. It’s really difficult to
have the time to coach our people.”
Mike: “I wonder, if the institution values coaching, is it a priority for the entire institution?”
Kathleen: “I squeeze in the conversations whenever I can, even if it’s a few minutes on the
way to grab coffee.”

The organizational influences were also addressed by the research question on how
training and development on coaching that managers receive met the needs of the managers’ role
as coaches. The findings revealed that the participants did not receive the training and
development from the organization needed to be effective coaches. Although the training
participants received provided an orientation to the topic of coaching along with resources to
support their efforts, it may not have provided the learning experiences to help them become
more proficient.
Evaluation of Training and Development Results
Participants did not receive adequate training and development to help them become
better coaches. Questions were asked of the participants regarding the types and amount of
training and development they received. Further probing questions discovered the participants’
perceptions of the effectiveness of their training. Seven participants provided statements that
indicated the training and development they received was not adequate enough to prepare them
to coach others.
LEADERSHIP READINESS 55

Discovered in the interviews was that, although participants believed the training they
participated in was helpful in preparing them as coaches and provided useful resources, it was
not sufficient and did not extend well enough into specific areas such as providing feedback for
employees’ career development. This insufficiency was also a common theme in the interview
data. Joy shared the instances where she participated in training and leadership programs. She
described her experience as positive and helpful towards her development as a coach. Joy also
talked about how the training did not provide her the depth for all coaching scenarios,
particularly in career development types of conversations. Joy said,
In the classroom, the content is great. But once I leave the room, I don’t feel like I’ve
had the experience to apply what they taught or maybe some of the training is missing.
Sometimes I’m coaching on these technical requirements and other times I’m coaching
on someone’s next job as they want to promote. I don’t know that the training cover’s all
of these scenarios. I’ve needed to rely partially on the training and partially on the
experience of me getting out there to coach.
Joy’s statement indicated that, although she found value in the training she received, it did not
fully fill the gap that would equip her with enough experience to engage in all types of coaching
conversations. For example, training on career discussions may be misaligned because of the
complexity of career pathing within the organization. Many disciplines within the organization
do not have a clear path of progression. Therefore, the training managers received may not
support the development and breadth of experience needed to be effective. Clarity of the
organizational structure for navigating the complexity of careers was not built into the training
for managers.
LEADERSHIP READINESS 56

Participants desired development experiences that support their knowledge, motivation,
and organizational needs. McCarthy and Milner (2013) asserted that the various and complex
needs that span the manager’s role as a coach requires a differentiated approach to learning.
Armstrong and Mahmud (2008) suggested that a manager’s development should include
experiences that can support the learning that is relevant to the manager’s activities. Sillet
(2015) reinforced the importance of modeled behavior to learn from. Table 15 provides
participants’ statements on their training experience that include a positive perspective of the
training while also indicating that it did not meet all of their learning needs.
Table 15
Development Participants Receive to Support the Manager as a Coach
Participant Comments
Crystal: “All the training that I got from participating in the leadership program has helped me
prepare for my coaching conversations.”
Dave: “I find myself going back to the guides I got in the courses as references to help me.”
Kathleen: “The training has definitely helped. But I think I can use more, especially in the
area of career development.”
Mike: “In the training, what we learn in the classroom is good, but it just kind of stops in that
room sometimes.”
Paul: “Having a variety of resources to learn from could be helpful.”

Organizational Themes
The organizational themes that surfaced were participants’ having a positive perspective
on seeking to change leadership styles. A second theme was that participants did not believe the
organization wholly supported coaching as a performance improvement practice. Tony
described his development as a coach grounded in his effort to seek feedback from his
employees. He stated,
LEADERSHIP READINESS 57

I ask my people for feedback in real-time because I think it’s good to know when I’m
making a positive effect for change. I also want to when I’m not doing so well. These
points of feedback that come from my people help to point me in a direction for me to
concentrate what I need to work on as a manager.
Tony’s comment is consistent with the participants’ desire and willingness to develop
continuously. Leadership development is, therefore, better supported when managers have a
positive outlook on individual change (McComb, 2012). Therefore, the third theme discovered
the lack of effective training that participants received. The participants appreciated the training,
but felt that it lacked the content and substance to make them effective coaches.
Summary
Interviews with front-line managers revealed both alignment and misalignment with the
knowledge, motivation, and organizational factors needed to ensure coaching success.
Participants performed well in knowledge about coaching others, reflecting on coaching
practices, differentiating their approach, valuing coaching, changing leadership styles and
coaching behaviors. However, significant misalignment was found in confidence and self-
efficacy for coaching, the perception of organizational support, lack of prioritizing a coaching
culture, and gaps in leadership training and development in terms of coaching abilities,
particularly in practical application and content in coaching for career development.
The data suggest that training partially met participants’ needs and, through their
coaching experiences, they acquired the knowledge they needed, but there were instances where
they were not yet confident in their abilities to provide feedback, such as in having difficult
conversations. Finally, although participants understood the importance of coaching and saw the
value in their efforts, senior leadership had not provided enough communication to ensure
LEADERSHIP READINESS 58

participants were aware of the organization’s priority to continuously improve on of coaching
and feedback.

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CHAPTER FIVE: RECOMMENDATIONS
In this chapter, the performance support needs identified in Chapter Four through
qualitative research are addressed with solutions and recommendations in support of the research
questions. Recommendations are provided to further strengthen or improve upon the
performance aligned with the organization’s goal for 100% of front-line managers receiving
development and being prepared for leadership roles. The proposed recommendations augment
the development that managers already received to support their ability to coach others.
Furthermore, recommendations are framed and measured using Kirkpatrick and Kirkpatrick’s
(2016) model.
As discussed in Chapter Four, the organizational assets discovered were that participants
could apply coaching knowledge principles and processes to help their employees perform well.
This included using coaching to motivate their employees and help establish clear performance
goals. The knowledge capabilities were particularly relevant to improving technical or
professional acumen.
The organizational limitations were related to the participants’ ability to help their
employees navigate the complex career structure that is unique to the organization. Also,
participants demonstrated lower levels of confidence when coaching was focused on career
development conversations. Participants also struggled with finding the time as part of their
manager role to provide coaching, and they varied perceptions on senior leadership’s priorities
regarding the importance of coaching employees.
Recommendations for Practice to Address KMO Influences
This section focuses on recommendations related to knowledge influences validated
through the data. These recommendations are associated with the managers’ ability to provide
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performance-related coaching. The focus of recommendations is on the organizational
limitations as previously mentioned in this section as well as on sustaining organizational assets.
The analysis includes literature related to knowledge influences associated with manager
effectiveness in coaching. Table 16 contains a summary of the assumed knowledge influences
and recommendations.
Table 16
Summary of Knowledge Influences and Recommendations
Assumed Knowledge
Influence: Cause, Need, or
Asset*
Principle and Citation Context-Specific
Recommendation
Managers need to
differentiate their approach in
coaching to meet the needs of
their employees. (P)
Targeting training and
instruction between the
individual’s independent
performance level and their
level of assisted performance
promotes optimal learning
(Scott & Palincsar, 2006).
Provide training that is
scaffolded and associated
with one’s career and
professional goals.
Managers (participants)
need to know how to model
knowledge, attitudes, and
skills for effectively
coaching their employees
for higher levels of
engagement and
productivity. (P)
To develop mastery,
individuals must acquire
component skills, practice
integrating them, and know
when to apply what they have
learned (Schraw &
McCrudden, 2006).

Provide training that includes
a demonstration, experiential
practical activity that has
managers practice their
ability to provide career
coaching to others.
Managers must be able to
reflect on their coaching
experiences to effectively
coach others. (M)
Self-regulatory strategies,
including goal setting,
enhance learning and
performance Denler, Wolters,
& Benzon, 2006).
Provide managers with
training that includes
demonstration, practice, and
feedback on how to use a
journal as a reflective practice
that captures their
experiences.

LEADERSHIP READINESS 61

Procedural Knowledge Solutions
The experience managers already have is instrumental to their ability to apply what they
know by synthesizing prior information and incorporating knowledge into coaching processes.
Schraw and McCrudden (2006) suggested that providing people the experiences and
opportunities to help them understand what is important becomes part of a learning strategy that
converts prior knowledge into meaningful application.
To meet the manager’s learning needs, a training program needs to include opportunities
for managers to relate previous experiences, action learning assignments, and modeling
behaviors to further their development in the coaching process and procedures. This content
becomes important through relevant assignments and experiences (Armstrong & Mahmud,
2008). Sillett (2015) suggested that modeling behavior was helpful in understanding desired
skills. The managers should learn appropriately modeled coaching behaviors through resources
such as video technology. Additionally, managers should have opportunities to practice and
receive feedback on the procedural knowledge they receive as part of their development.
Metacognitive Knowledge Solutions
Individuals require goals that are achievable with a moderate level of effort to increase
self-efficacy and lessen the risk of failure (Denler, Wolters, & Benzon, 2006). Denler et al.
(2006) described self-regulation as a positive approach for maintaining the behavior needed for
goal achievement. Dembo and Eaton (2000) also discussed self-regulation as influencing
achievement in learning and improving motivation. Learner application of self-regulation is
necessary to improve self-efficacy and the likelihood of goal achievement. To accomplish this,
the learner is encouraged to set goals that are challenging, achievable, and can be self-evaluated
(Denler et al., 2006). The manager will be asked to identify goals that are actionable and
LEADERSHIP READINESS 62

applicable on the job and related to coaching others as part of formal development. Chia and
Holt (2008) reinforced this assertion by noting the importance of the manager’s reflecting on past
experiences and applying these to their role. Denler et al. (2006) suggested that the learner
requires a means to check progress and make adjustments as needed. Managers as learners will
be tasked with journaling their goals, learning insights, and developing strategies to check
continuous progress on the job following their development.
Motivation Recommendations

This section focuses on recommendations related to motivation influences that were validated in
the data. Also included are recommendations aligned with the self-efficacy and value needed to
provide career-related coaching. The analysis includes literature related to motivation
influences. Table 17 contains a summary of the assumed motivation influences and
recommendations.
Table 17
Summary of Motivation Influences and Recommendations
Assumed Motivation
Influence: Cause,
Need, or Asset*
Principle and Citation Context-Specific
Recommendation
Self-Efficacy -
Participants need to be
confident in their
ability to effectively
coach others.
Feedback and modeling
increases self-efficacy
(Pajares, 2006).
Following a period of practical
application for managers providing
coaching, give managers education
by having employees provide
feedback through a feedback
instrument to managers on their
effectiveness for coaching others.
Expectancy Value –
Participants need to see
the value for effective
coaching skills.
Rationales that include a
discussion of the importance
and utility value of the work
or learning can help learners
develop positive values
(Eccles, 2006).
Have senior leaders communicate
information to managers for the
importance of coaching for their
employees on their career
development.
LEADERSHIP READINESS 63

Self-Efficacy. To become effective coaches, managers need confidence in their abilities
to provide feedback. Self-efficacy is increased when individuals receive feedback and observe
modeled behavior related to positive expectations (Pajares, 2006). Therefore, as managers
develop their coaching and feedback skills, they also need feedback on their performance as
coaches.
Having achievable goals that are concrete and closely related to learning activities may
support the continuous development of managers as coaches. A strategy to increase self-efficacy
is to provide goal-directed practice coupled with frequent, accurate, credible, targeted, and
private feedback on progress in learning and performance (Pajares, 2006). Through a feedback
survey instrument, employees will provide direct and anonymous feedback to their managers.
Furthermore, the managers of the managers (mid-senior level managers) receiving feedback will
provide continuous feedback and support for improving coaching effectiveness. The purpose of
the survey is to evaluate how well managers provide career development feedback.
Expectancy-value. To perform well and be committed to a task, individuals need to feel
their work is of value and that the effort makes a contribution (Eccles, 2006). For managers, the
effort they place in coaching and providing feedback needs to have a mark of importance as part
of their development and should be personally viewed as a significant part of their job.
Providing information that instills an importance for a work-related task and helps rationalize the
effort increases positive values needed to sustain motivation (Eccles, 2006). For the manager,
this information should be communicated by a credible source. Pajares (2006) wrote that such
modeled behavior shared by credible sources can foster positive values. The strategy to increase
utility value will be forums where senior leaders will share the importance of continuous
LEADERSHIP READINESS 64

coaching for employees, and this will be achieved through written communication as well as
videos on how coaching is aligned with mission success.
Organization Recommendations
This section focuses on recommendations related to organization influences. These
recommendations are aligned with the organization influences that support a manager’s ability to
coach others. The analysis includes literature related to organization influences. Table 18
contains a summary of the assumed organization influences and recommendations.
Table 18
Summary of Organization Influences and Recommendations
Assumed
Organization
Influence: Cause,
Need, or Asset*
Principle and Citation Context-Specific
Recommendation
Cultural Setting-
Lack of opportunities
for managers to meet
with their employees to
provide coaching.
Effective change efforts ensure that
everyone has the resources (equipment,
personnel, time, etc.) needed to do their
job, and that if there are resource
shortages, then resources are aligned
with organizational priorities (Clark &
Estes, 2008).
The organization needs to
provide enhanced
processes for prioritizing
engagements in coaching,
and an alignment to
organizational outcomes.

Cultural settings. The ability to perform as a coach is not enough to be effective.
Organizational support through resources and aligning the effort with the organizational goal
helps ensure organizational effectiveness (Clark & Estes, 2008). Therefore, the organization has
a responsibility to communicate the message of importance and prioritization to the managers.
The proposed solution is for the organization to provide recommendations on how to
prioritize manager coaching engagements for their employees as part of a regularly scheduled
discipline that encompasses aspects of the employee’s performance, career, and organizational
contributions. Although the burden of time-bound responsibilities that a front-line manager is
LEADERSHIP READINESS 65

accountable for as part of their daily tasks may only increase as industry becomes more
competitive, the role of the manager as a coach and developer remains the same. The
organization has a responsibility to support the manager. Clark and Estes (2008) asserted that,
although senior leader modeling and communication are important, an augmentation of support
through improved processes may be necessary. De Smet, McGurk, and Vinson (2009)
discovered that the time provided for coaching is seen from various perspectives. One
perspective is that the amount of time employees need for coaching may be minimal, but what is
important is having consistency through regularly scheduled coaching sessions. This is
accomplished by recommending managers conduct weekly or bi-monthly one-on-ones dedicated
to coaching-related topics. The second perspective is that organizations need to make an effort
to remove the administrative burdens that managers face in order to have more time to facilitate
one-on-one coaching meetings. The recommendation is for the organization to prioritize
coaching by transferring some of the administrative responsibilities to support staff or human
resources to relieve some time for managers to coach their employees. This is plausible as the
human resources function is transforming and becoming an embedded function within each
organizational segment. This organizational change will allow some of the administrative
burden to transfer to human resources, while allowing the manager to maintain their leadership
responsibilities.
Integrated Implementation and Evaluation Plan
Implementation and Evaluation Framework
The framework used to build measures for progress as part of the implementation plan, is
the New World Kirkpatrick Model (Kirkpatrick & Kirkpatrick, 2016). This framework includes
four levels of assessment: reaction, learning, behavior, and results (Kirkpatrick & Kirkpatrick,
LEADERSHIP READINESS 66

2016). Kirkpatrick and Kirkpatrick (2016) suggested that measuring for results is planned in
advance of implementation and aligned with the overall performance goals. The intended factors
included for measuring results is understanding the bottom line and measuring how the solution
to the problem contributed to achieving the organizational goal. The third level of measurement
for assessing behavior change includes application of new knowledge and determining if the
solution remains effective following implementation. The second level of measurement is
learning and determining how effective the new knowledge has impacted the problem while it is
being implemented. The final measure is reaction, and this assesses the motivation of the learner
and the value the learner has immediately following the program.
Organizational Purpose, Need and Expectations
The organizational mission for ESC is to develop and operate planetary spacecraft,
conduct earth-orbit and astronomy missions, and operate a deep space network. To accomplish
this mission, the organization’s managers must lead their teams with effectiveness, and one
aspect of this behavior is to ensure that managers have an ability to drive performance through
coaching others. The organization’s goal is to have all who have participated in a leadership
development initiative demonstrate their ability to coach others.
Level 4: Results and Leading Indicators
The following Table 19 shows the proposed Level 4 outcomes, metrics, and methods.
The indicators for each help measure both the anticipated external and internal outcomes that
will ensure an impact to the bottom line as a result of the proposed solution.

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Table 19
Outcomes, Metrics, and Methods for External and Internal Outcomes
Outcome Metric(s) Method(s)
External Outcomes
Increase in employee customer
satisfaction on employee
performance.
Customer survey scores. Customer surveys from employee
customers or clients.
Internal Outcomes
Increase manager and
employee coaching
engagements within the
organization.
100% of employees receiving coaching
from their managers.
Yearly - Coaching effectiveness
survey.
Improved employee
performance as a result of
managerial coaching.
Measurements for employee
achievement on performance goals.
Bi-yearly.
Improved career development
conversations between manager
and employee.
Completion on individual development
plans and career mobility.
Annual utilization reviews on
employee individual development
plans or career plans; career
mobility reports.
Consistency for goal setting for
employee performance.
100% of employee performance goals
are established and communicated
between manager and employee.
Yearly employee interview sample
for those who have engaged in a
coaching session with their
manager.

Level 3: Behavior
Critical behaviors. The stakeholders are the front-line managers. Table 20 outlines the
critical need for the managers as well as the metrics, methods, and timing for measuring as part
of the evaluation. The first critical behavior is the manager’s effectiveness in coaching. The
second critical behavior is the manager’s effectiveness in conducting career development
coaching conversations, and the third is the manager's effectiveness for coaching employees on
how to complete their individual development plans (IDPs). IDPs allow employees a
personalized approach to their development, and the manager is enabled to coach them, based on
each one’s career path. The IDP tool also helps navigate the complex organizational structure
for which there may not be a clear career trajectory for career progression.
LEADERSHIP READINESS 68

Table 20
Critical Behaviors, Metrics, Methods, and Timing for Evaluation
Critical Behavior Metric(s)
Method(s)
Timing
1. Managers
effectively coach
employees.
Manager effectiveness
based on employee
application of
feedback.
1a. Coaching
effectiveness survey.
1a. Yearly
2. Managers are
effective when
conducting career
development related
coaching
conversations.
Number of completed
IDPs following
coaching
conversations.
2a. Spot checks on the
number of completed
IDP.
2a Bi-annually
3. Managers
effectively coach
others on how to
complete an
individual
development plan.
Quality of if
completed IDPs.
3a Spot checks on the
quality of completed
IDPs.
3a Biannually

Required drivers. Initiatives that support the managers in their coaching require
activities that help sustain the effort. Table 21 shows the required drivers that support the
manager’s critical behaviors. The reinforcing, encouraging, and rewarded drivers identified have
a method and timing associated with each and are aligned with the specific behavior that the
driver supports. The methods for reinforcement, encouragement, and reward are in addition to
the proposed recommendations and solutions as a means of continuous engagement to support
critical behaviors and should not be considered to stand alone as learning activities.

LEADERSHIP READINESS 69

Table 21
Required Drivers to Support Critical Behaviors
Method(s) Timing
Critical Behaviors Supported
1, 2, 3 Etc.
Reinforcing
Manager’s blog sharing best
practices in career
development coaching.
Monthly 1,2,3,4
Job aids for “conversation
starters” on career
development coaching
conversations.
Ongoing 2,3
How to complete IDP videos. 4
Lunch and Learn Sessions. Quarterly 1,2,3,4
Encouraging
Videos of career coaching
success stories.
Ongoing 2,3
Offered mentors that are seen
as credible in coaching
accessible to front-line
managers.
Ongoing 1
Rewarding
Public recognition for top
10% of managers identified as
the best coaches.
Yearly 1,2,3,4

Monitoring. Several methods will be used to monitor the critical behaviors and required
drivers. Since the training videos will be loaded into a learning management system, the number
of hits will be monitored to determine usage. The Human Resource Business Partners that
support managers will schedule check-in meetings on a quarterly basis to determine if additional
training may be needed. Finally, the senior leadership teams will conduct spot interview sessions
to check the general progress for the instituted efforts. Monitoring will help support
organizational engagement as a means to prioritize coaching efforts for managers.
Organizational support. The critical behaviors and required drivers that are monitored
for performance assume that the recommendations at the organizational level have been
LEADERSHIP READINESS 70

implemented. In this case, for the stakeholders to achieve their goals, the organization would
need to provide the appropriate training, education, and job-aids. Beyond ensuring that the
funding needs are met to institute learning activities, the organization needs to provide
opportunities for managers to engage in coaching conversations with their employees. The
organization needs to ensure that coaching conversations are aligned with the tasks and missions
produced and that the employees’ career and individual goals are aligned with the overall
purpose of the organization. This is accomplished by frequent assessment through senior
leadership check-ins on the state of business needs as aligned with the human capital needs that
drive organizational performance. These factors for organizational support can be connected to
the role of the manager and the effort to drive performance through coaching conversations.
Additional solutions include ensuring coaching processes are part of regularly scheduled one-on-
one meetings as well as an effort to reduce administrative related tasks for managers.
Level 2: Learning
Learning goals. Following the implementation for the proposed solutions, the front-line
managers will be able to:
1. Demonstrate the knowledge, skills, and abilities needed to be effective as a coach
(Procedural).
2. Be able to communicate positive experiences for the manager’s coaching processes
(Metacognitive).
3. Demonstrate confidence while coaching others (Confidence).
4. Explain the value that is attributed to coaching efforts (Value).
Program. The recommended program to address the learning goals will be delivered
through various approaches that include flipped classroom and blended learning modalities. The
LEADERSHIP READINESS 71

program will take place over a six-month period, and will be structured using the following
design:
1. Pre-work assignments. Prior to attending the first formal learning event, the learners will
complete pre-work assignments that include an individual self-assessment that measures
individual confidence for coaching others. Learners will also participate in a 360°
coaching assessment that will capture the information and feedback from the employees
that the managers’ coach. Additionally, learners will review video learning modules that
provide a brief orientation the coaching topics as well as modeled coaching behaviors.
Video learning modules will include an introduction from senior leadership on the value
career coaching has to organizational mission success.
2. Learners will attend a 90-minute webinar that provides a debrief of what was learned
prior as part of the assigned pre-work assignments.
3. Learners will attend a three-hour instructor-led workshop that provides instruction on
coaching methods and processes, case study reviews, a debrief of the 360 and individual
assessments, and the creation of a learning action plan as a means to establish confidence
for coaching others.
4. Learners will engage in two fieldwork experiences, where they will apply learned
coaching practices and will journal their experiences.
5. Learners will attend a 60-minute wrap-up webinar to check on applied practices and to
meet their “coaches for coaches” that are assigned to each learner.
Learners will meet with their assigned coaches at 30, 60, and 90 days following the
debriefing webinar. Learners will receive support on improving their coaching practices and on
refining their coaching styles. They will also provide updates on the progress of the action plans.
LEADERSHIP READINESS 72

The managers of the program participants will help provide additional support by holding
regularly scheduled meetings regarding the action plans. The role of the participants’ managers
is to help track the achievement of learning goals and how lessons learned are applied on-the-job.
These discussions will occur throughout the performance year and will extend beyond the time-
frame for the 30, 60, and 90-day assigned coaching sessions.
Components of learning. Much of what is assessed as part of the program will be
measured throughout as part of the learning content. Table 22 contains the activity or method of
assessment along with the appropriate timing for each. The assessments are aligned with the
type of knowledge to be assessed, such as the declarative knowledge, procedural skills, attitude,
confidence, and commitment.
Table 22
Components of Learning for the Program
Method(s) or Activity(ies) Timing
Procedural Skills “I can do it right now.”
Story exchange on different situations and
applications for goal setting and career
development coaching between learners.
End of workshop; two weeks following
workshop via webinar.
Role play exercises. During workshop.
Attitude “I believe this is worthwhile.”
Discussion and journal for the impact coaching
has on their employees.
During workshop.
Confidence “I think I can do it on the job.”
Application strategy for implementation that
includes a personal script for how the manager
will personally communicate a coaching
engagement with their employee.
Day of workshop.
Commitment “I will do it on the job.”
30, 60, and 90 check-ins action plan with
identified situations for how the manager will
apply the coaching conversation with timing
and dates pre-scheduled for conversations.
Accountability held with learning partners.
Final day of workshop, followed by 30, 60,
90-day check-ins with learning partners.

LEADERSHIP READINESS 73

Level 1: Reaction
One method to gain learner feedback is measuring the learner’s reaction regarding the
content of the program, initiative, or activity. Kirkpatrick and Kirkpatrick (2016) provided a
description for learner reaction, and they wrote the favorability of the learner may be assessed by
observing the relevance of the program to the learner’s role, the level of engagement, and the
general satisfaction as an impression to the event. Table 23 outlines how the program will be
measured using particular methods or tools, and the timing for each.
Table 23
Components to Measure Reactions to the Program
Method(s) or Tool(s) Timing
Engagement
Observation on learners. During workshop.
Brief survey following the workshop. Immediately following the workshop.
“Hits” reviewed on views for coaching videos
online.
Quarterly.
Relevance
Pulse survey on course specific application. Immediately following the workshop.
Three months following workshop.
Customer Satisfaction
Manager pulse survey for those who completed
the workshop.
During and immediately after.
Three months following the workshop
completion.

Evaluation Tools
Appendix A contains an example of the survey instrument used to measure Level 1 and
Level 2 immediately at the conclusion of the program. The survey captures data related to
satisfaction and relevance to the role of the front-line manager in coaching others.
Immediately following the program implementation. In addition to observations of
participants during the program to determine how they absorb content, engage, apply, and
synthesize new knowledge, other methods will be included to measure program effectiveness.
LEADERSHIP READINESS 74

For example, activities will serve to check engagement and knowledge, as the facilitator will
periodically ask for the speed of delivery, the relevance of the topic, and areas needing deeper
discussion and clarification. Formal surveys, such as the example found in Appendix A, will be
administered immediately following the program to measure both learner reaction and content
relevance, each covering levels 1 and 2.
Delayed for a period after the program implementation. Approximately 6 weeks
after completion of the program, the learners will be sent a survey to help measure
implementation of newly learned knowledge. This tool will be used to determine what
additional support each manager may need, and what future program revisions may be needed.
The survey includes elements of all levels of measurement. Appendix B contains an example of
the delayed instrument of measurement.
Data Analysis and Reporting
Following the collection of data through both immediate and delayed instruments, the
data will be aggregated and shared with both senior leadership teams as a means for managers of
managers to continue to support coaching efforts. Additionally, data will be loaded into an
online coaching portal that will house tools and resources as well as progress data for the survey
results. Individual reports will be accessed through unique manager log-ins that will also be
accessible to the managers of managers through rolled-up reporting. Organizational heat maps
that evaluate teams and divisions can also be located and accessed on the coaching portal.
Summary
This chapter introduced the New World Kirkpatrick Model (Kirkpatrick & Kirkpatrick,
2016) and its use to prepare, execute, and assess the proposed recommendations. The
recommendations pertain to ensuring that the organizational goal is met through preparing front-
LEADERSHIP READINESS 75

line managers as leaders with the knowledge, skills, and abilities needed to be effective coaches.
A plan was developed to include both the implementation and evaluation of recommendations.
Each level of measurement has been considered (Kirkpatrick & Kirkpatrick, 2016). Each
recommendation has been adjusted to meet the needs of the key knowledge, motivation, and
organizational influences. Given the rigor for consideration of both recommendations and
measures for success, program implementation is anticipated to exceed organizational
expectations.
Conclusion
This study evaluated the development of front-line managers relatively new to leading
others and how development and preparedness were related to the ability to coach others.
Although development often focuses on the knowledge necessary to perform a task, individuals
persevere when they believe success is possible (Clark & Estes, 2008). A key discovery was
that, development initiatives contained attributes to build coaching knowledge and skills, they
lacked opportunities to build self-efficacy. Furthermore, the organization can strengthen support
through increased senior leadership involvement and clear routine coaching practices aligned
with organizational goals.
The research was limited to a specific site and employee population. Implications and
limitations for this research may suggest further research in managerial motivation as it pertains
to lower levels of confidence in coaching. It is also recommended to expand the participant
groups to include stakeholders who are employees of managers who receive coaching and
include mid-level and senior-level managers as stakeholders. However, the findings and
recommendations in this study provide clarity to the role a manager has in coaching as well as
LEADERSHIP READINESS 76

the knowledge, motivation, and organizational support that managers need and develop to
become effective coaches.
LEADERSHIP READINESS 77

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APPENDIX A
Interview Protocol: Managerial Coaching
Contact: Kyle Chavez - kylechav@usc.edu
Institutional Review Board (Determination Placeholder)
“Thank you for taking the time to participate in today’s interview. The information I collect
from you today will be kept strictly confidential, and any information received will remain
anonymous. You are not required to answer any questions that you are not comfortable
answering, and can skip questions that you do not feel like answering. At any time you feel that
you would like to stop the interview, let me know and we will stop with no questions asked and
with no repercussions. Your responses will be used to further my research in the area of
managerial coaching, and contribute to the data needed to support my dissertation.

Pre-interview question script. “Today we are going to talk about managerial coaching, which in
this case is the feedback you would receive from a manager. I may use the term coaching or
providing and receiving feedback interchangeably in this conversation. I would like to begin
broadly with your general experience on the topic.”
1) What is your general experience for providing feedback and coaching?
a. Can you describe the process you use to coach others?
2) When you provide coaching, what is typically the location, time, and place?
a. Are these coaching sessions formally scheduled, or are they informal?
b. Who typically does most of the talking during these sessions, you as the manager
or does the employee do most of the talking?
3) Do you have an example where you were most effective in coaching someone?
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a. What about a time where you may not have been effective and why?
b. What might be the performance results for someone who has received coaching
from you?
c. If I were to ask one of your employees about your coaching, what might they say?
4) How does your approach to coaching change based on the needs of the employee?
a. How might the process change form one employee to the next?
5) In your career, can you share an example where a manager has provided you coaching or
feedback?
6) What impact, if any, did the coaching you receive have on your career?
7) Tell me about the value you place on managerial coaching? How might it affect one’s
career?
a. In an ideal situation, what outcomes could one expect after receiving coaching
from their manager?
b. If you did not feel coaching was valuable, in what other ways might someone
understand where he or she needs to sustain or improve his or her performance?
8) In what ways does the organization support coaching and providing feedback to the
employees and if so, how? If not, Why not?
9) What do you find that you are particularly good at when coaching others?
a. What do you find challenging when coaching others?
10) What has influenced your ability to coach others?
a. If you have not received any development, what kind of development do you
think would help you?
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11) In your own words, how would you describe your confidence level for providing
coaching or feedback?
12) What do you think would help the coaching process, what would be needed to be more
effective?
13) If you were to give other managers advice for coaching, what advice would that be?
14) Is there anything else you think I should know about the coaching process?

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APPENDIX B
Informed Consent/Information Sheet
University of Southern California
Rossier School of Education
3470 Trousdale Pkwy.
Los Angeles, CA
90089

INFORMATION/FACTS SHEET FOR EXEMPT NON-MEDICAL RESEARCH

Study on new managers making a transition for the first time

You are invited to participate in a research study. Research studies include only people who
voluntarily choose to take part. This document explains information about this study. You should
ask questions about anything that is unclear to you.

PURPOSE OF THE STUDY

This research study aims to understand the effectiveness for the development that newer managers
may receive.

PARTICIPANT INVOLVEMENT

If you agree to take part in this study, you will be asked to participate in an interview that will take
no longer than two hours. You do not have to answer any questions you don’t want to, and may
stop and discontinue the interview at any time.

PAYMENT/COMPENSATION FOR PARTICIPATION

Given the nature for the type of work and institution that you currently work for, any form of
gratuity or compensation is not authorized, and therefore you will not receive any form of
compensation as part of your participation.

CONFIDENTIALITY

There will be no identifiable information obtained in connection with this study. Your name,
address or other identifying information will not be collected.

LEADERSHIP READINESS 87

The members of the research team, the organization’s site of study, as well as the University of
Southern California’s Human Subjects Protection Program (HSPP) may access the data. The
HSPP reviews and monitors research studies to protect the rights and welfare of research subjects.

When the results of the research are published or discussed in conferences, no identifiable
information will be used.

INVESTIGATOR CONTACT INFORMATION

Principal Investigator Kyle Chavez via email at kylechav@usc.edu or phone at (626) 710-5258 or
Dissertation Advisor Kim Hirabayashi at hirabaya@usc.edu

IRB CONTACT INFORMATION
University Park Institutional Review Board (UPIRB), 3720 South Flower Street #301, Los
Angeles, CA 90089-0702, (213) 821-5272 or upirb@usc.edu

LEADERSHIP READINESS 88

APPENDIX C
Training Evaluation: Managers as Coaches Program
Levels 1 and 2
Immediately following the program
Directions: We appreciate your participation in the Managers as Coaches program. Your
feedback is important as it will be used to assess the relevance for this program, as well as to
incorporate any revisions needed to the content, instruction, or delivery. Please take a few
moments to complete this survey.

Number 1: I was satisfied with the content of the program.
1 2 3 4 5
Strongly
Disagree
Disagree Neutral Agree Strongly
Agree
Number 2: The level of instruction that I received throughout the program was appropriate
to my development as a coach.
1 2 3 4 5
Strongly
Disagree
Disagree Neutral Agree Strongly
Agree

LEADERSHIP READINESS 89

Number 3: I feel confident that I will be able to apply what I have learned in this program on
the job as coach.
1 2 3 4 5
Strongly
Disagree
Disagree Neutral Agree Strongly
Agree
Number 4: I believe my confidence has increased in the area of coaching others as a result of
the program.
1 2 3 4 5
Strongly
Disagree
Disagree Neutral Agree Strongly
Agree
Number 6: I found the materials, resources, and tools provided to me in the program useful
for the application of coaching others.
1 2 3 4 5
Strongly
Disagree
Disagree Neutral Agree Strongly
Agree
Number 7: I can provide a program overview with examples of specific course content to
my peers if asked.
1 2 3 4 5
Strongly
Disagree
Disagree Neutral Agree Strongly
Agree

LEADERSHIP READINESS 90

Number 8: I would recommend this program to others.
1 2 3 4 5
Strongly
Disagree
Disagree Neutral Agree Strongly
Agree
What are three key-takeaways that you can share as a result of your attendance to this
program?

Please provide additional feedback, comments, or recommendations that you feel could
enhance this program.

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APPENDIX D
Training Evaluation: Managers as Coaches Program
Delayed Evaluation (Levels 1, 2, 3, & 4)

Name: Date
Directions: We appreciate your participation in the Managers as Coaches program. Your
feedback is important as it will be used to assess the relevance for this program, as well as to
incorporate any revisions needed to the content, instruction, or delivery. Please take a few
moments to complete this survey.

(L1) I have been interested and found the content engaging throughout the entire program.
1 2 3 4 5
Strongly
Disagree
Disagree Neutral Agree Strongly
Agree
(L2) I found that I can use the content of the program and apply it to my job.

1 2 3 4 5
Strongly
Disagree
Disagree Neutral Agree Strongly
Agree

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(L3) As a result of the program, I have increased my competence and commitment to use my
newly learned knowledge for coaching others, and I have applied it to my job as a manager.
1 2 3 4 5
Strongly
Disagree
Disagree Neutral Agree Strongly
Agree
(L4) Please describe how the Manager as Coaches program increased your performance as a
manager. If it has not, please explain how the program fell short of the return of
expectations.

Please provide additional feedback, comments, or recommendations that you feel could
enhance this program.

Abstract (if available)

Linked assets

University of Southern California Dissertations and Theses

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Asset Metadata

Creator Chavez, Kyle (author)

Core Title Leadership readiness: evaluating the effectiveness for developing managers as coaches

School Rossier School of Education

Degree Doctor of Education

Degree Program Organizational Change and Leadership (On Line)

Publication Date 05/01/2018

Defense Date 12/20/2017

Publisher University of Southern California (original), University of Southern California. Libraries (digital)

Tag Coaching,coaching ability,coaching knowledge,feedback,front-line managers,leadership development,manager as coach,managerial confidence,Motivation,OAI-PMH Harvest,organizational support,performance coaching,self-efficacy

Format application/pdf (imt)

Language English

Contributor Electronically uploaded by the author (provenance)

Advisor Hirabayashi, Kimberly (committee chair), Maddox, Anthony (committee member), Seli, Helena (committee member)

Creator Email kyle.chavez1@gmail.com,kylechav@usc.edu

Permanent Link (DOI) https://doi.org/10.25549/usctheses-c40-498335

Unique identifier UC11266957

Identifier etd-ChavezKyle-6119.pdf (filename),usctheses-c40-498335 (legacy record id)

Legacy Identifier etd-ChavezKyle-6119.pdf

Dmrecord 498335

Document Type Dissertation

Format application/pdf (imt)

Rights Chavez, Kyle

Type texts

Source University of Southern California (contributing entity), University of Southern California Dissertations and Theses (collection)

Access Conditions The author retains rights to his/her dissertation, thesis or other graduate work according to U.S. copyright law. Electronic access is being provided by the USC Libraries in agreement with the a...

Repository Name University of Southern California Digital Library

Repository Location USC Digital Library, University of Southern California, University Park Campus MC 2810, 3434 South Grand Avenue, 2nd Floor, Los Angeles, California 90089-2810, USA