Lisa A. Boyce

Building successful leadership coaching relationships: Examining impact of matching criteria in a leadership coaching program

Purpose – This paper aims to employ a conceptual model to examine the relationship processes and mediating role of client‐coach relationship between client‐coach match criteria and coaching outcomes to advance the understanding of client‐coach relationships impact on leadership coaching.Design/methodology/approach – Data collected from 74 client‐coach pairs participating in a voluntary leadership coaching program at a military service academy during pre‐partnering and post‐transition phases were analyzed to examine the impact of match criteria and client‐coach relationship processes on coaching outcomes.Findings – Consistent with the conceptual framework, relationship processes of rapport, trust, and commitment positively predicted coaching program outcomes, including client and coach reactions, behavioral change, and coaching program results. The client‐coach relationship fully mediated two match criteria (compatibility and credibility) with coaching outcomes, suggesting that complementary managerial an...

The Relationship Between Gender Role Stereotypes and Requisite Military Leadership Characteristics

The continuing emphasis on the need to utilize fully womens leadership skills in traditionally or predominantly male environments highlights the need for understanding gender stereotypes and leadership characteristics perceived to be associated with various jobs. This study essentially replicates Scheins research (1973, 1975) to determine the extent of gender stereotypes held by military students for military leadership positions. The results indicate (1) continued disparity in mens perceptions of the similarities between women and leaders, (2) support of previous findings that women recognize similarities between women and leaders, (3) senior military students possess stronger masculine gender role stereotypes of successful officers than do students with less than 1 year of service in the military academy, (4) greater experience with being led by female leaders did not affect mens masculine gender role stereotypes of successful leaders, and (5) successful female cadet leaders perceive successful officers as having characteristics commonly ascribed to both women and men. These results are interpreted in light of previous research on gender roles and leadership, and the practical implications for meeting organizational, and individual objectives for successful utilization of women in military leadership positions are discussed.

Technology as a tool for leadership development: Effectiveness of automated web-based systems in facilitating tacit knowledge acquisition.

The effectiveness of emerging technology in helping to develop the tacit or experience-based knowledge needed for effective leadership performance was demonstrated in an on-line environment for discussion and training. One hundred and twenty-seven military students participated in three 20-minute discussions in one of three learning environments: standard classroom; standard on-line discussion; and discussion assisted by semantic technology. Consistent with expectations, semantic technology-supported learning resulted in greater discussion participation and training performance with discussion participation mediating the relationship between the learning environment and training satisfaction. An interaction between learning goal orientation (LGO) and learning environment on tacit knowledge performance showed that face-to-face conditions may help those with low LGO. Implications for improving tacit knowledge acquisition and technology-supported leadership development practices are discussed.

Advancing Executive Coaching: Setting the Course for Successful Leadership Coaching

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