Executive Coaching as a Transfer of Training Tool: Effects on Productivity in a Public Agency

By Olivero, Gerald; Bane, K. Denise et al. | Public Personnel Management, Winter 1997 | Go to article overview

Executive Coaching as a Transfer of Training Tool: Effects on Productivity in a Public Agency


Olivero, Gerald, Bane, K. Denise, Kopelman, Richard E., Public Personnel Management


Numerous factors have been identified that influence the extent to which knowledge acquired during classroom training transfers to the job (e.g., the work environment; the personality of the trainee).(1) There is considerable evidence that a critical factor influencing transfer of training is the extent to which the trainee receives the opportunity for practice and constructive feedback.(2) One-on-one executive coaching can provide this opportunity. Coaching trainees once they return to the job can facilitate the transfer of training, especially if the coaching fosters the development and use of knowledge imparted during training. Through coaching, trainees have a safe, personalized environment in which practice and feedback can take place.

In recent years, there has been particularly rapid growth in the use of one-on-one executive coaching.(3) Among the organizations adopting this practice are: American Express, the American Management Association, AT&T, Citibank, Colgate, Levi Strauss, Northern Telecom, NYNEX Corporation, and Procter & Gamble.(4) Yet, the use and efficacy of one-on-one executive coaching has not, to date, been reported in a public sector municipal agency. To our knowledge, the present action research is the first such intervention.

Various methods of executive coaching have been employed; some programs, grounded in a psychodynamic perspective, aim to ameliorate personal problems; others are more directive, using, for example, goal-setting, feedback, and collaborative problem-solving.(5) The present intervention entailed the latter approach, emphasizing: (1) goal-setting, (2) collaborative problem solving, (3) practice (4) feedback, (5) supervisory involvement, (6) evaluation of end-results, and (7) public presentation.

Through one-on-one executive coaching, managers were given the opportunity to practice and obtain constructive feedback regarding the subject matter they had "learned about" during training. Each coach met individually, on a weekly basis, with one or more managers. Managers received coaching on topics such as personal issues, project planning, implementation of changes, and the probable short- and long-term impacts of their actions on their personal performance and on the performance of their units. Naturally, all feedback was constructive in nature, and included suggested modifications in behavior where appropriate.

The seventh component of coaching, public presentation, was a central facet of the present intervention. The managers who were coached were notified at the outset that they would be required to make an oral presentation of their results, accompanied by a written report, to a group composed of their peers, supervisors, and (importantly) top-level executives - including the agency commissioner

Method

Sample

Thirty-one participants (top-level managers, mid-level managers, and supervisors at a health agency in a major Northeastern city) participated in this action research. All participants volunteered to participate in both phases of this endeavor Phase One consisted of classroom training, Phase Two entailed one-on-one executive coaching.

During Phase One, the senior author served as the classroom instructor, and the 31 participants were called "trainees." During Phase Two, the senior author served as consultant to eight managers. The consultant taught these eight managers how to be one-on-one executive coaches. The project for these managers (coaches) was to coach the 23 remaining participants (coachees) during Phase Two.

Procedure: Phase One

The 31 trainees acquired knowledge of managerial competencies(6) during classroom-style, three-day, interactive, training workshops, conducted by the external consultant. The workshop content provided an overview of the most important roles managers and supervisors needed to enact to increase productivity, quality, and effectiveness within the agency. Trainees learned to identify the roles they had been enacting, new roles they should consider enacting, and when various roles were appropriate. …

The rest of this article is only available to active members of Questia

Already a member? Log in now.

Notes for this article

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
One moment ...
Default project is now your active project.
Project items
Notes
Cite this article

Cited article

Style
Citations are available only to our active members.
Buy instant access to cite pages or passages in MLA 8, MLA 7, APA and Chicago citation styles.

(Einhorn, 1992, p. 25)

(Einhorn 25)

(Einhorn 25)

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Note: primary sources have slightly different requirements for citation. Please see these guidelines for more information.

Cited article

Executive Coaching as a Transfer of Training Tool: Effects on Productivity in a Public Agency
Settings

Settings

Typeface
Text size Smaller Larger Reset View mode
Search within

Search within this article

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

Help
Full screen
Items saved from this article
  • Highlights & Notes
  • Citations
Some of your highlights are legacy items.

Highlights saved before July 30, 2012 will not be displayed on their respective source pages.

You can easily re-create the highlights by opening the book page or article, selecting the text, and clicking “Highlight.”

matching results for page

    Questia reader help

    How to highlight and cite specific passages

    1. Click or tap the first word you want to select.
    2. Click or tap the last word you want to select, and you’ll see everything in between get selected.
    3. You’ll then get a menu of options like creating a highlight or a citation from that passage of text.

    OK, got it!

    Cited passage

    Style
    Citations are available only to our active members.
    Buy instant access to cite pages or passages in MLA 8, MLA 7, APA and Chicago citation styles.

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn, 1992, p. 25).

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences."1

    1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

    Cited passage

    Thanks for trying Questia!

    Please continue trying out our research tools, but please note, full functionality is available only to our active members.

    Your work will be lost once you leave this Web page.

    Buy instant access to save your work.

    Already a member? Log in now.

    Search by... Author
    Show... All Results Primary Sources Peer-reviewed

    Oops!

    An unknown error has occurred. Please click the button below to reload the page. If the problem persists, please try again in a little while.