An Annotated Bibliography on Leadership Coaching and Training Transfer
Introduction
This annotated bibliography is designed to give readers a better understanding of the concept of leadership development/coaching and training transfer. It will also help the researcher gather more resources as she prepares her literature review and methodology chapters. The researcher used general selection criteria to select the references and resources that make up this annotated bibliography. As such, these references include academic articles, academic text and a few books. While there are a few articles from popular press, most of the articles included were those highlighted in scholarly journals.
As higher education experiences an aging senior administration, it is projected that by 2014 there will be over 6000 open positions at various colleges and universities (Leubsdorf, as cited in Betts et al., 2009). In order to plan for this loss of senior leadership in our colleges and universities, higher education institutions must ensure that they are training their leaders for success. Moreover, a strong focus must be placed on the transfer of training and not just the act of training alone. It is essential to an organization’s success to ensure that the skills training participants are gaining at their learning sessions are successfully transferred and implemented into their existing job environment. Although this researcher’s focus is on leadership development/coaching, there is a lot that can be learned about this topic from other industries. Therefore, this annotated bibliography takes a general approach to the topic of leadership development/coaching and training transfer.
In order to better understand the topic as well as the rationale behind the selection of sources, it may be helpful to identify a few key terms and definitions.
Coaching: A collaborative process designed to help alter perceptions and behavioral patterns in a way that increases effectiveness and ability to adapt and accept change as a challenge rather than an obstacle (Hicks & McCracken, 2011).
Coaching Transfer: the sustained application of knowledge, skills, attitudes and other qualities acquired during coaching into the workplace (Stewart & Palmer, 2009).
Training Transfer: Generally refers to the use of trained knowledge and skill back on the job (Burke & Hutchins, 2008).
Positive Transfer of Training: The degree to which trainees effectively apply knowledge, skill and attitudes gained in a training session to the job (Baldwin & Ford, 1988).
Annotated References
Baldwin, T.T., & Ford, K.J. (1988). Transfer of training: A review and directions for future research. Personnel Psychology, 41, 63-105.
Authors Baldwin and Ford were one of the few pioneers in the area of training transfer. This review focuses on the “transfer problem” those first plagued organizations in the early 1980’s. The authors examined training inputs and outputs to observe their impact on training transfer. The inputs consisted of training design, trainee characteristics and work environment characteristics. The outputs were linked to learning and retention. This literature review expands upon each training input providing information about how each impacts training transfer. Baldwin and Ford were one of the first authors to present a training transfer model. Future models have all been developed from this base model. This piece is extremely helpful to the researcher as it provides a historical perspective to training transfer. Since many training transfer models are built from Baldwin and Ford’s original model, this piece serves as a cornerstone to this researcher’s area of study. It helps her solidify the variables she is looking to measure as it relates to the training participants.
Betts, K., Urias, D., Chavez, J., Betts, K. (2009). Higher education and shifting U.S. demographics: Need for visible administrative career paths, professional development, succession planning and commitment to diversity. Retrieved from http://www.academicleadership.org/article/higher-education-and-shifting-us-demographics-need-for-visible-administrative-career-paths-professional-development-succession-planning-commitment-to-diversity
In this study, the authors outline the issues that face higher education with regards to future leadership. In addition they challenge the ways in which higher education institutions are recruiting, training and retaining their leaders and call for stronger succession and leadership development plans. This article provides the researcher with a good base of knowledge to present her argument for leader development and training. Since it is a concept not easily embraced in higher education, the demographic and statistical data shared by the authors in the study help the researcher provide proof that a leadership crisis is looming for higher education. While this paper is extremely informative, it is extremely dated. In addition, it places a heavy focus on community colleges and diverse populations.
Blackman, A. (2010). Coaching as a leadership development tool for teachers. Professional Development in Education, 36(3), 421-441.
The author makes the case that without the support and opportunity for leadership development and career growth within the teaching field many teachers will eventually leave the industry in search for an area where they can better use/showcase their interest and talent. Her case study shows that coaching workshops and one-on-one coaching sessions may be an effective way in which educational professionals can build their leadership capacity. She aims to find out if coaching can help to create a better teacher-leader. Overall, participants have seen benefits for themselves but stressed the importance of the relationship between the coach and coachee. This study was extremely interesting to the researcher because she is also looking to examine the impact coaching might have on leader development and efficacy. The article highlights that there is a positive impact but also cautions the reader that it is important to understand what an effective coaching process is. This is an area that the researcher has not explored fully. Given the findings in this study, it may be worthwhile for the researcher to gain a better understanding of the coaching process and what makes it effective.
Blume, B.D., Ford, J.K., Baldwin, T.T., & Huang, J.L. (2010). Transfer of training: A meta-analytic review. Journal of Management, 36(4), 1065-1105.
The authors provide a meta-analysis of the predictors of training transfer by taking a look at 89 empirical studies on this topic. Results showed positive correlation between training transfer and certain predictors such as motivation and work-environment. Furthermore, the studies identified that there was a stronger relationship to successful transfer with predictors such as motivation and work-environment when the training had a much more open focus such as leadership development rather than a closed, skills-based focus. This study is extremely useful to the researcher because it continues to narrow the measurable variables and provides supporting data for the continued need to study ways in which to successful transfer knowledge since attending the training and learning sessions are not enough to ensure a change in leadership development and efficacy.
Bossi, M. (2008). Does leadership coaching really work? Leadership, 31-36.
This article examined the success of a new principal if he or she were given a coach to actively guide them through their transition into principalship. Data was collected from 50 principals and assistant principals who participated in the coaching program. Results were extremely positive and showed an increase in the principals’ academic performance index at their respective institutions. In addition, it also had a positive impact on retention since only 4 out of the 50 participant were no longer employed. This was a very interesting article to the researcher. It provided a study that showed proof that active coaching can positively influence the transfer of knowledge from the training classroom to the workplace. In addition, this article clearly outlines the difference between mentoring and coaching – a term that the researcher has been using interchangeably.
Boyce, L.A., Jackson, R.J., & Neal, L.J. (2010). Building successful leadership coaching relationships. Journal of Management Development, 29(10), 914-931.
This study examined the client-coach relationship as it relates to coach-client match and coaching outcomes. The authors were looking to better understand the role of coach-client relationships and the impact it has on leadership coaching. Findings from this study will help to better match coaches and clients in order to affect positive coaching outcomes. This article provides this researcher with a better understanding and definition of leadership coaching and leadership coaching relationship.
Burke, L.A., & Hutchins, H.M. (2007). Training transfer: An integrative literature review. Human Resource Development Review, 6(3), 263-296.
Burke and Hutchins conduct an exhaustive literature on the topic of training transfer as a follow up to Baldwin and Ford’s original literature review in 1988. Highlighting the grim reality that very little knowledge is transferred to the job after training, Burke and Hutchins look at any new information or research regarding the three primary factors that affect training transfer first identified by Baldwin and Ford in the late 1980’s. Since this is a literature review, it presents a comprehensive list of sources in an objective format allowing the researcher insight into various areas/thoughts around training transfer. This resource is extremely helpful to the researcher as it is the most recent and most comprehensive literature review on training transfer and its factors. It can help the research formulate the variables (dependent and independent) that she may want to measure should she choose to pursue the topic of training transfer.
Burke, L. A., & Hutchins, H.M. (2008). A study of best practices in training transfer and proposed model of transfer. Human Resource Development Quarterly, 19(2), 107-128.
The authors posit that best practices in this area are lacking and often anecdotal. Burke and Hutchins compiled “best practices” from practitioners in the field to see what was being suggested, how these best practices were affected by the trainer’s job and employment level and are these best practices in line with existing models. Most of the findings were in line with those expressed by industry experts such as Baldwin and Ford, Salas, Broad and the like. However, a new theme of “not time bound” emerged. In essence, there were some best practices that could not be attributed to a time – before, during or after training. This introduced a new model that accounted for the fact the transfer problem may not be rooted to a particular time. Therefore, the solution should not be time-bound either. This article was extremely helpful to the researcher because it is helping her narrow her choice of conceptual framework. Since the researcher would like to collect data regarding coaching and training transfer before, during and after the training program, the fact that this framework allows for “not-time-bound” research is highly attractive.
Creswell, J. (2008). Educational Research: Planning, Conducting, Evaluating Quantitative and
Qualitative Research. (3rd ed). Upper Saddle River, NJ: Pearson.
In this book, Creswell outlines the research process and highlights the different approaches under the quantitative, qualitative and mix methods approach. He provides examples and assignments that helps the reader understand the different parts of research as well as the different approaches. This book has been extremely helpful to the researcher as she works to narrow her research focus, approach and methodology. The objective nature of the book allows the researcher to get a sense of all the tools and approaches available. She is then able to evaluate her area of interest and the tools/approaches suggested in the book to determine which is the best approach/focus for her.
Cromwell, S.E., & Kolb, J.A. (2004). An examination of work-environment support factors affecting transfer of supervisory skills training to the workplace. Human Resource Development Quarterly, 15(4), 449-471.
This mixed-methods study looked at the relationship between four work-environment factors and training transfer. This was a longitudinal study that captured data at the one month, six month and twelve month mark. Front line supervisors at a large northeast university were selected to participate and were given an amended version of a highly reliable and verified training transfer assessment. Results showed that all four wori-environment factors had a positive correlation to transfer training. Specifically, the findings showed that supervisor support is a significant factor in training transfer. In addition, results showed that peer support does have an impact in the training transfer. This study is beneficial to the researcher as she begins to identify her population and target as well as the dependent and independent variables she wants to test. The research has initially expressed an interest in the impact that a coaching from a supervisor may have on training transfer. This piece has made the researcher consider examining the impact peer support might have as well. ok
Day, D.D. (2001). Leadership development: A review in context. Leadership Quarterly, 11(4), 581-613.
In this article, the author attempts to examine the field of leadership development and provide a clear distinction between leader development and leadership development. Through this examination, the author is able to merge the theoretical and practical application of leadership through the development of both human and social capital. The author goes on to talk about organizations viewing leadership development as a competitive advantage. It is this viewpoint that makes this article an piece of interest of this researcher. Corporate America has been looking at leader and leadership development for quite some time now. They have been able to develop good practices as well as pitfall to avoid. The researcher hopes to get ideas about these factors in order to better develop her research area. In addition, this article will help to clarify the difference between leader and leadership development which the researcher is currently using interchangeably.
Grossman, R, & Salas, E. (2001). The transfer of training: What really matters. International Journal of Training and Development, 15(2), 103-120.
The authors represent the Department of Psychology at the University of Central Florida and posit that previous literature reviews around the topic of training transfer have yielded mixed results. As such, through this paper they hope to provide the strongest, most consistent pieces of literature and research findings. The authors not only define the term “training” by emphasize the positive impact that effective training can have on an organization efficiency, productivity and bottom line. The authors build upon the original research and conceptual framework first introduced by Baldwin & Ford (1988) drawing attention to the factors that influence training transfer. Grossman and Salas also identify the same factors Baldwin and Ford and Stewart and Palmer brought attention to that affect training transfer. This piece is extremely useful to the researcher as she begins to identify her own conceptual framework as well as the factors she can measure that affect training transfer.
Gross, R. H. (2004). The coaching model for educational leadership principles. Journal of Bone and Joint Surgery, 86(9), 2082-2084.
In this article, the author takes a first person approach and shares his own observations regarding his coaching experiences and how they relate to his career in orthopedic training and in leadership overall. Much like in every industry, the concept of leadership has become a hot topic in the orthopedic world. In his article, he points out some similarities between the hospital environment and the soccer field. However, the concept of excellence crosses both disciplines. He goes on to talk about the 4 principles that make a successful coach. The researcher found this article entertaining and enlightening and has come to better appreciate the evolution of the term coaching and how it has moved from a purely athletic connotation to one that can be used in leadership programs as well.
Groves, K.S. (2007). Integrating leadership developing and succession planning best practices. Journal of Management Development, 26(3), 239-260.
This paper focuses on a study of 30 CEOs and human resource executives across 15 different organizations to examine best practices for creating a leadership pipeline and succession plan. Among the findings was the importance of a mentor/coaching network in the development of a leadership pipeline. In addition, the need for additional and constant training/workshops was mentioned. While the article focuses on corporate America and not higher education which is the researcher’s focus, it still highlights the need to develop future leaders as the workforce ages rapidly; a problem that higher education is also facing. It offers some suggestions in its recommendations that may translate to higher education such as the importance of mentoring programs as part of leadership development. This helps the researcher gain a better understanding of the value of coaching and mentoring in leader development which could lead to its impact in training transfer.
Hammack, M., & Wise, D. (2011). Leadership coaching: Coaching competencies and best practices. Journal of School Leadership, 21(3), 1-15.
This article summarizes the findings of a recent survey of school principals as it relates to coaching competencies. In this mixed-methods study, new principals who were given leadership coaches to help them succeed as new leaders were surveyed on previously identified coaching competencies and best practices. The findings showed that respondents had a positive view of the coaching they received and perceive that both coaching competencies and best practice guidelines are important. In addition, the study showed that the coaching competencies were highly related to the implementation of the best practices. This source defines the term leadership coaching as well the purpose of coaching. Given the researcher’s topic, this source is useful in highlighting examples of successful coaching, particularly within the field of education. This article can help the researcher identify coaching competencies within education as well as provide the readers with a definition of coaching.
Hicks, R., & McCraken, J. (2011). Coaching as a leadership style. Physician Executive Publisher, 37(5).
This article highlights the importance of coaching, particularly as a leadership technique, within the field of health care. The authors are both clinical professors in the field of organizational behavior and health care management. Their brief article highlights the challenges that the health care industry is facing (and has faced over the past few years) and makes a case for the need for a coaching leadership style. The authors begin by outlining what makes the health care industry unique from corporate America making it a challenging environment for their leaders. They go on to talk about the changing landscape of their industry and then identify the ways in which coaching can help their industry succeed and remain sustainable over time. This article is useful to the researcher because higher education, much like health care, is a very different entity from corporate America. The researcher can identify similarities between health care and education and begin to make her case for the need for coaching in education.
Hutchins, H. M. (2009). In the trainer’s voice: A study of training transfer practices. Performance Improvement Quarterly, 22(1), 69-93.
The author examines best practices that support training transfer as reported by training professionals. Members of a local chapter of the American Society of Training and Development were surveyed regarding best practices that support training transfer. Findings showed that trainers at the analyst or manager level found best practices around work environment more frequently affects training transfer than the other factors. However, respondents at the executive level reported that best practices around training design and development was more influential in the training transfer. This study points out opportunities that training professionals might have to impact training transfer successfully. While the findings of this study are informative, the researcher is not necessarily interested at exploring training transfer from the angle of the training professional. Instead, the researcher is focusing on training transfer from the participants end. Nonetheless, this piece is still helpful and informative as the researcher frames best practices for training transfer.
Kim. S. (2007). Learning goal orientation, formal mentoring and leadership competence in HRD. Journal of European Industrial Training, 31(3), 181-194.
The author looks at the literature as it relates to formal mentoring programs to aid leadership development in the workplace. This article highlights the growing need for and implementation of leadership development programs within US organizations. As part of this leadership development initiative, formal mentoring programs are currently being established. However, it is essential to maximize mentoring functions for optimal impact. This article provides the researcher with good information regarding mentoring programs and the value they bring to the leadership development process. In addition, it can help the researcher focus on the impact mentoring might have on training transfer as more and more leadership development programs are established. It is the researcher’s perspective that leadership development programs alone are not enough to prepare future leaders. Participants must be able to transfer their knowledge to the workplace. This article can help the researcher highlight ways in which mentoring functions can assist with this transfer.
McAlearney, A.S. (2005). Exploring mentoring and leadership development in health care organizations. Career Development International, 10, 493-511.
This mixed-methods study takes a closer look at mentoring relationships in health care organizations in an attempt to answer the following questions; a) What has been done? b) What is being done? c) What should be done? The findings showed that a majority of current senior administrators did not have the opportunity to participate in a formal mentoring program even though 1/3 reported a formal program within their organization. Although the researcher is not looking at the health care industry, this study was extremely insightful since higher education and health care share similar concerns where leadership development is concerned. It is only now becoming a priority on both industries and both industries are attempting to borrow best practices from corporate America even though they are both very different from traditional companies. The information provided in this article can help the researcher frame the need for as leadership development/coaching in higher education based on the findings from this paper.
Noe, R.A., & Wilk, S. L. (1993). Investigating factors that influence employees participation in development activities. American Psychological Association, 78(2), 291-302.
The authors conduct a field study to examine the factions that influence employee participation in development activities. Results of this study showed that “motivation to learn” was the only attitudinal variable to have a consistent and positive influence on different developmental activities. Another finding was that the work environment particularly as it relates to support from managers and peers also influence the development activity. As a result, one of the major recommendations was that organizations need to ensure that supervisors and peers are supportive of the development activity. This study was particularly interesting to the researcher because she is currently contemplating the important of coaching from a manager in the transfer of training to the workplace. This study provides some support that engagement from supervisors and peers can positively impact an employee’s perception of leadership development programs which might translate to successful training transfer, particularly if the supervisor is actively engaged in the transfer process.
Popper, M., & Lipshitz, R. (1992). Coaching on leadership. Leadership and Organization, 13(7), 15-18.
The authors in this article expand the meaning of coaching to extend beyond the world of sports. In their article, they define coaching outside of the sports arena and posit that coaching has two components; a) to improve performance at the skill level, and b) to establishing a relationship allows the coach to enhance the trainee’s psychological development. The authors go on to talk about what happens during the coaching process and what makes a good coach. The authors take a stand that it is important to begin instilling leadership traits at an early age – during an individual’s formative “career” years – is an imperative element of leadership development. This article provides interesting insight. However, it is extremely dated. Nonetheless, it provides the author with some information regarding coaching and the most opportune time to instill leadership traits within employees.
Rothwell, W.J. (2010). Effective succession planning. New York, NY: American Management
Association.
In today’s challenging economic times and the rising cost of hiring and retraining, it is imperative that organizations have a solid succession plan in place. Rothwell’s book provides a comprehensive look at the need for as well as the creation of a successful succession plan. This book outlines trends and best practices and also presents strategies for outlining competencies and the steps needed to formulate, develop and implement a succession plan. Although the researcher is not looking at the overall development of a succession plan, leadership development activities are key aspects of a successful plan. One such aspect revolves around the area of coaching. Rothwell outlines the steps necessary for a successful coaching relationship. This section can help the researcher understand and identify areas in which coaching can be influential in the leadership training process and better assess ways in which it an positively impact the transfer of training and knowledge.
Stead, V. (2005). Mentoring: a model for leadership development. International Journal of Training and Development, 9(3), 170-184.
This case study examines chief financial officers in the United Kingdom as they participate in a pilot mentoring program. The study looks at the mentoring model as a model for leadership development. This paper highlights lessons and initiatives with regards to managing senior leaders. An interest angle to this paper’s findings is the fact mentoring relationships when coupled with peer support leads to successfully responding to leadership needs and fostering leadership skills. Although the participants of the study are not from the higher education industry, the findings regarding mentoring success and the like can help the researching learn more about mentoring as a means for leadership development. In addition, the study highlights peer support which is an angle that the researcher is already contemplating as well.
Stewart, L.J., & Palmer, S. (2009). Capitalizing on coaching investment: Enhancing coaching transfer. Development and Learning in Organizations, 23(3), 14-17.
The authors are part of the Coaching Psychology Unit (CPU) in the United Kingdom. The CPU is a university-based department dedicated specifically to coaching psychology. Their article focuses on a coaching method where the coach and coachee work closely together to enhance the coachee’s job performance. This article defines the term coaching transfer and identifies the factors that support successful transfer; a) supportive organizational culture, b) positive psychosocial support, and c) a pro-development coachee. The authors claim that while coaching is now accepted as a powerful tool for enhancing employee performance, coaching responsibility cannot rest on the coaches alone. This source is helpful to the researcher because it serves to provide a definition for training transfer. In addition, by listing the factors that make for a successful training transfer the researcher is now provided with ideas regarding variables that might be tested during her research process in order to effectively measure training transfer.
Yamnill, S., & McLean, G.N. (2001). Theories supporting transfer of training. Human Resource Development Quarterly, 12(2), 195-208
The authors provide an overview of theories and conceptual framework models describing the three factors affecting training transfer; a) learning, b) individual performance, and c) organizational results. This article will help human resource professionals better understand why/how training participants change their performance after attending a training, what program design is positively affects training transfer and what kind of organizational support is needed for successful transfer. This articles builds upon Baldwin and Ford’s original model which focused on training inputs and outputs as well as the conditions surrounding the transfer. Yamnill and McLean focus more on a recent model by Holton that highlights motivation to transfer, transfer climate and transfer design as factors affecting training transfer. This article is extremely useful to the researcher as it serves to provide her with a conceptual framework that she may want to base her research on. The researcher is interested in exploring further how coaching impacts the three factors for of training transfer.
References
No comments:
Post a Comment