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Abstract: Executive coaching has been touted as an effective intervention for fostering positive change in individuals and organizations. Yet coaching practice in organizations is often decoupled from a scholarly theory of change that can provide insight into how positive outcomes are achieved. In this study we drew on intentional change theory to structure a coaching intervention and examine how leaders and their coaches described the most important outcomes of the coaching process, as well as how those descriptions shifted over time. Ten outcomes were identified, with the three most salient being increasing self-awareness, enacting change, and internalizing a personal vision. The last was most salient among leaders immediately after coaching ended, and this tended to dissipate over time. Yet it is still striking that the leaders being coached describe vision as a valuable and tangible outcome of the coaching process. The salience of vision immediately after coaching gave way to the salience of enacting change when measured 1 year later, thereby providing support for the proposition that discovery of one’s ideal self, operationalized as vision, stimulates sustained change. Overall, the leaders and coaches were relatively similar in their descriptions of key outcomes, with the exception that coaches reported leaders were enacting change months before the leaders saw it in themselves. These and other observations from the data are discussed vis-à-vis the theoretical underpinning of intentional change theory. (PsycInfo Database Record (c) 2023 APA, all rights reserved) PubDate: Thu, 05 Jan 2023 00:00:00 GMT DOI: 10.1037/cpb0000240
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Abstract: This study examined the role of the feedback environment and the individual attributes of feedback orientation, self-awareness, and learning agility on leadership-development outcomes after participation in a leadership-development program that had 360-degree feedback as its basis. Participants included 55 leaders who participated in the program and their supervisors who rated their improvement in leader effectiveness and capability 2 months after the program. The feedback environment, self-awareness, and learning agility were associated with improved leader performance. This finding suggests that contextual and individual factors play an important role in the outcomes of a feedback-intensive leader-development program. Focus on these factors should improve the return on the investment of these programs in terms of improved leader performance. Although feedback orientation was not directly associated with perceptions of improved performance, it did interact with the feedback environment in an unexpected way. Those with low feedback orientation had the most improvement under a favorable feedback environment. This suggests that the feedback environment plays a particularly strong role for those who value feedback the least. It is also possible that those who value feedback but do not have the good fortune to work in a favorable feedback environment will still embrace the opportunity to receive feedback in a leader-development program. (PsycInfo Database Record (c) 2023 APA, all rights reserved) PubDate: Thu, 13 Oct 2022 00:00:00 GMT DOI: 10.1037/cpb0000236
Please help us test our new pre-print finding feature by giving the pre-print link a rating. A 5 star rating indicates the linked pre-print has the exact same content as the published article.
Abstract: A multiperspectives (MP) approach to personality assessment relies on a variety of methods including multiple rater sources, rating types, and instructional sets. This article describes the approach and how it can provide useful information above and beyond traditional self-report and other common methods for assessing personality. Specifically, we (a) review common approaches to personality assessment, (b) describe an MP approach for assessing personality, (c) show how this approach can provide additional and insightful information about an individual’s personality and related work behaviors, and (d) discuss implications and challenges for its use. (PsycInfo Database Record (c) 2023 APA, all rights reserved) PubDate: Thu, 23 Jun 2022 00:00:00 GMT DOI: 10.1037/cpb0000184
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