Rona S. Beattie

The emergent ‘coaching industry’: a wake-up call for HRD professionals

Recent years have seen the rapid growth of an emergent ‘coaching industry’ in many countries with some scholars calling for the development of a ‘coaching profession’ replete with its own clear identity, clear boundaries and unique body of knowledge. Yet, at the same time, coaching has also been conceived as a necessary area of expertise and skill set among contemporary HRD professionals. Therefore, this article reports the results of a comparative study of the different conceptualizations and definitions of ‘coaching’ and contemporary HRD as reported in the literature. Results suggest that the intended purposes and processes associated with both fields of practice are virtually the same. The challenge and dilemma posed by these results are described from both a coaching and HRD perspective, and are discussed in terms of seeing the findings of this comparative study as a wake-up call for HRD professionals.

Coaching at the heart of managerial effectiveness: A cross-cultural study of managerial behaviours

Abstract The concept of managers and managerial leaders assuming the developmental role of coaching has gained considerable attention in recent years as organizations seek to leverage learning by creating infrastructures that foster employee learning and development. However, despite the increasing focus on managerial coaching and the many contentions that coaching is an essential feature of really effective management, the literature remains predominantly practice-based and atheoretical. The present study attempts to address this lack of a sound and sufficient empirical base by presenting the results of a cross-cultural comparison of the empirical findings from several previous ‘managerial coaching effectiveness’ and ‘managerial and leadership effectiveness’ studies completed by the authors in their three respective countries. Its specific aim is to demonstrate empirically the extent to which being an effective coach is an essential feature of being an effective manager and/or managerial leader.

Line managers and workplace learning: Learning from the voluntary sector

Abstract This paper explores the interface between the workplace as a site of learning and the behaviours of developmental managers, those who develop self, staff and peers. The paper provides a brief literature review, outlines the research methodology utilized, and presents and discusses findings from empirical research in the voluntary sector. It is hoped that the findings will enhance understanding of the role of voluntary sector managers in supporting workplace learning. The paper provides guidance to policy makers and voluntary organizations about how to support the development of people-development skills, which ultimately affect the effective performance of voluntary organizations. It is also intended that the lessons learned from this research will be of benefit beyond the voluntary sector.

Change, HRM and the voluntary sector

Examines the context of the voluntary sector and its impact on organisational processes. Provides a selective overview of traditional literature on change management and assesses its relevance for the voluntary sector. Investigates alternative models that could facilitate understanding of change processes in the voluntary sector. Discusses the results from an empirical study into the change management experiences of a voluntary sector umbrella body. Concludes with key HRM lessons for the wider voluntary sector at this time of significant change, as well as highlighting the impact of contextual factors on the application of generic models of change.

Managerial Coaching A Review of the Empirical Literature and Development of a Model to Guide Future Practice

The Problem While managerial coaching becomes increasingly popular in both scholarly and practical circles, the line managers who need to execute this coaching may be neither capable nor interested in the coaching process. Furthermore, while the research on coaching seems promising, little is known about how to test the individual and environmental appropriateness of a coaching intervention. The Solution This review will inform and support evidence-based human resource development (HRD) professionals tasked with developing managers’ coaching capability. It is designed to help line managers who wish to enhance their managerial coaching practice. The Stakeholders This literature review and model will benefit organizations, HRD professionals, and line managers to determine whether coaching is an appropriate learning intervention for their context and at that particular time. Furthermore, if it is deemed appropriate, this review and resulting framework may aid in determining how practitioners should approach coaching within their organizational setting.

The missing link? Understanding the relationship between individual and organisational learning

This article recognises that individual learning plays a key role in organisational learning. It identifies that there has been little empirical research to date exploring the interaction between individual and organisational learning. New research is presented from a company engaged in organisational learning, by a case study investigation utilising qualitative and quantitative research methods. The article explores key issues in training and development related to the interaction of individual and organisational learning, and concludes that individual learning is related to organisational learning through a range of factors including positive learning climate, active informal learning by individuals, and effective communication of skills and knowledge.

Community Involvement in Rural Regeneration Partnerships: Exploring the Rural Dimension

This paper is about the involvement of local communities in rural regeneration and area development partnerships. In particular it asks questions about the extent to which there are distinctive rural elements to this which differentiate and counterpoise it to such involvement in urban areas. The paper concludes that, whilst there are some commonalities between such involvement across urban and rural communities, there are also challenges particular to rural areas. These are the spatial features of rural areas, the paucity of human capital in rural communities and a much lower resource level than in urban communities. The paper concludes that these challenges can only be met effectively in rural areas where there is strong local voluntary and community sector infrastructure to support community involvement in rural regeneration partnerships.

Community involvement in rural regeneration partnerships in the UK: Key issues from a three nation study

This article reports and evaluates the lessons of a comparative study of community involvement in rural regeneration partnerships in England, Scotland and Northern Ireland. It highlights the distinctive challenges that its rural context place upon such involvement and finds three elements to be especially influential in supporting this involvement. These elements are the presence of supportive voluntary and community sector infrastructure, the opportunity for communities to learn through small scale projects before more strategic involvement, and the effectiveness of small grants schemes in supporting such learning.

Learning from learning groups

Quality circles, project teams, autonomous work groups, and self‐managed teams are very much a part of organizational life in today′s competitive and constantly changing work environment. Considers the issues in developing groups as a focus for learning for individuals and the organization as a whole. Reports on a two‐year project evaluating the processes and outcomes of learning groups, and suggests that lessons learned from this project can be applied to help maximize learning and performance in groups in a wide range of organizational contexts. Presents outcomes regarding effective group selection, learning achievements and group processes. Draws conclusions and highlights key issues.

Managerial Coaching as a Workplace Learning Strategy

The workplace represents a large and significant arena for employee learning to occur. The scholarly literature has recognized that coaching and mentoring are often activities that can be used to facilitate such learning and that managers are increasingly being encouraged to serve as coaches for their employees. This chapter integrates conceptual and empirical research on managerial coaching to develop a more comprehensive understanding of how managers as coaches can engage with their employees and facilitate their learning. Attention to factors that promote or may inhibit such coaching practice is given so that frontline supervisors, managers, and leaders can absorb this increasingly important role willingly and effectively.