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Training and Practice Interventions ...

Shelton, Amanda.

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Training and Practice Interventions Aimed at Developing Government Leaders' Growth Mindset, Self-Awareness, Communication/Active Listening, and Emotional Intelligence for Employee Coaching.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Training and Practice Interventions Aimed at Developing Government Leaders' Growth Mindset, Self-Awareness, Communication/Active Listening, and Emotional Intelligence for Employee Coaching./
Author:	Shelton, Amanda.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2023,
Description:	178 p.
Notes:	Source: Dissertations Abstracts International, Volume: 85-06, Section: B.
Contained By:	Dissertations Abstracts International85-06B.
Subject:	Psychology. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30818468
ISBN:	9798381162912

Training and Practice Interventions Aimed at Developing Government Leaders' Growth Mindset, Self-Awareness, Communication/Active Listening, and Emotional Intelligence for Employee Coaching.
Shelton, Amanda.

Training and Practice Interventions Aimed at Developing Government Leaders' Growth Mindset, Self-Awareness, Communication/Active Listening, and Emotional Intelligence for Employee Coaching. - Ann Arbor : ProQuest Dissertations & Theses, 2023 - 178 p.

Source: Dissertations Abstracts International, Volume: 85-06, Section: B.

Thesis (Ph.D.)--Capella University, 2023.

This item must not be sold to any third party vendors.

Employee coaching is a well-established leadership practice that has a multitude of coachee and agency/organizational benefits, but unfortunately, there is limited information for employers on how to do employee coaching well and a need for organizations to invest in employee coaching development. Therefore, to fill the gap in this area, this study was designed to provide valuable practice information to learning and development professionals (i.e., instructional designers, trainers/facilitators, consultants, and coaches) with the need to go beyond a one-time employee training intervention. A single-group of various government agency leaders were evaluated with four reliable and valid instruments, and two interventions (i.e., a training intervention and a practice intervention) over a six-to-eight-week period in this quasi-experimental pre-test/post-test longitudinal design with three repeated measures. The training itself covered a leader's growth mindset, self-awareness, communications/active listening, and emotional intelligence for employee coaching. As described above, once trained, these leaders practiced their new skills with their employees which was assessed in the third and final measure. A doubly-multivariate analysis of variance repeated measures was conducted. Statistically significant main effects were found for growth mindset (a positive main effect), communication/active listening (a positive main effect), and emotional intelligence (a negative main effect). Overall, these results indicated that the training intervention had a positive influence on the coaches' development of growth mindset and communication/active listening while it decreased within emotional intelligence. The decrease in the latter did not necessarily insinuate that training intervention and practice intervention caused a decrease in the competency of emotional intelligence, but more likely recalibrated coaches' perceptions of their true emotional intelligence level. That finding within{A0}L&D practice is considered an effective outcome from any L&D intervention because genuine growth can only occur if there is a recognition of one's true skill level. There was no significant main effect difference in self-awareness. Finally, multivariate regression was demonstrated to be statistically significant; however, it was not the quantified practice time that predicted the practice intervention post-assessment but rather the previous learning level from the training intervention post-assessment. This research was a first of its kind that took a multifaceted approach of expanding on the granular and observable skillset and behavioral perspective to a comprehensive competency approach in employee coach development, took this focus beyond the traditional one-time training event into "real world" application through applied research, and doing so from an I/O perspective contributing to L&D. Given the mixed main effect and quantified practice time results, there is the need for future research to establish more impactful practice interventions with a required practice time beyond a half-an-hour per week and/or integrate in accountability measures.

ISBN: 9798381162912Subjects--Topical Terms:

519075
Psychology.
Subjects--Index Terms:

Coaching

Training and Practice Interventions Aimed at Developing Government Leaders' Growth Mindset, Self-Awareness, Communication/Active Listening, and Emotional Intelligence for Employee Coaching.
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500 $a Source: Dissertations Abstracts International, Volume: 85-06, Section: B.
500 $a Advisor: Olsen, Brigit.
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520 $a Employee coaching is a well-established leadership practice that has a multitude of coachee and agency/organizational benefits, but unfortunately, there is limited information for employers on how to do employee coaching well and a need for organizations to invest in employee coaching development. Therefore, to fill the gap in this area, this study was designed to provide valuable practice information to learning and development professionals (i.e., instructional designers, trainers/facilitators, consultants, and coaches) with the need to go beyond a one-time employee training intervention. A single-group of various government agency leaders were evaluated with four reliable and valid instruments, and two interventions (i.e., a training intervention and a practice intervention) over a six-to-eight-week period in this quasi-experimental pre-test/post-test longitudinal design with three repeated measures. The training itself covered a leader's growth mindset, self-awareness, communications/active listening, and emotional intelligence for employee coaching. As described above, once trained, these leaders practiced their new skills with their employees which was assessed in the third and final measure. A doubly-multivariate analysis of variance repeated measures was conducted. Statistically significant main effects were found for growth mindset (a positive main effect), communication/active listening (a positive main effect), and emotional intelligence (a negative main effect). Overall, these results indicated that the training intervention had a positive influence on the coaches' development of growth mindset and communication/active listening while it decreased within emotional intelligence. The decrease in the latter did not necessarily insinuate that training intervention and practice intervention caused a decrease in the competency of emotional intelligence, but more likely recalibrated coaches' perceptions of their true emotional intelligence level. That finding within{A0}L&D practice is considered an effective outcome from any L&D intervention because genuine growth can only occur if there is a recognition of one's true skill level. There was no significant main effect difference in self-awareness. Finally, multivariate regression was demonstrated to be statistically significant; however, it was not the quantified practice time that predicted the practice intervention post-assessment but rather the previous learning level from the training intervention post-assessment. This research was a first of its kind that took a multifaceted approach of expanding on the granular and observable skillset and behavioral perspective to a comprehensive competency approach in employee coach development, took this focus beyond the traditional one-time training event into "real world" application through applied research, and doing so from an I/O perspective contributing to L&D. Given the mixed main effect and quantified practice time results, there is the need for future research to establish more impactful practice interventions with a required practice time beyond a half-an-hour per week and/or integrate in accountability measures.
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