text stringlengths 15 512 | source_url stringclasses 40
values | source_title stringclasses 40
values | source_domain stringclasses 17
values | license_type stringclasses 2
values | attribution_required bool 1
class | attribution_text stringclasses 1
value | license_url stringclasses 1
value | relevance_score float64 0.28 0.81 | quality_score float64 0.46 0.9 | topics stringlengths 2 78 | character_count int64 15 512 | subject_name stringclasses 1
value | subject_type stringclasses 1
value | extraction_date stringdate 2026-03-27 02:00:12 2026-03-27 02:00:21 | embedding listlengths 384 384 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
bjects experiments (experiment 1a and 1b) online. Experiment 1a aimed to test the interactive effect between encourage-to-explore behavior (more or less) and promotion focus (low or high). Experiment 1b was designed to test the interactive effect between guide-to-learn behavior (more or less) and prevention focus (low ... | https://pmc.ncbi.nlm.nih.gov/articles/PMC7656056/ | The Effect of Leaders’ Coaching Behaviors on Employee Learning Orientation: A Regulatory Focus Perspective - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.41 | 0.822 | [] | 413 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:18.986111 | [
0.05337216332554817,
-0.024776967242360115,
0.0198963675647974,
0.03224557638168335,
0.06330666691064835,
0.059147290885448456,
0.0458657369017601,
0.04546147957444191,
-0.03720514476299286,
0.030751600861549377,
0.03503328934311867,
-0.021072370931506157,
0.011243482120335102,
0.012134559... | ||
periment 1a and 63 participants in experiment 1b. Participants were undergraduate students and postgraduate students majoring in management from a university in China. Although it is ideal to manipulate regulatory focus and previous studies have shown effective ways to manipulate promotion focus versus prevention focus... | https://pmc.ncbi.nlm.nih.gov/articles/PMC7656056/ | The Effect of Leaders’ Coaching Behaviors on Employee Learning Orientation: A Regulatory Focus Perspective - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.446 | 0.854 | ["management", "education"] | 512 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:18.986189 | [
0.10818955302238464,
0.0052109998650848866,
-0.006700555328279734,
-0.050555165857076645,
0.09513364732265472,
0.06669670343399048,
0.05800696462392807,
0.043179310858249664,
0.017410336062312126,
0.04318472743034363,
0.06014740839600563,
0.01828608475625515,
-0.008320293389260769,
-0.0056... | ||
vel of promotion focus, high/low level of prevention focus). Therefore, at the beginning of the experiment, we asked participants in each experiment to rate themselves on the promotion/prevention scale. Then, we categorized them into groups with different levels of regulatory focus by comparing their ratings with the m... | https://pmc.ncbi.nlm.nih.gov/articles/PMC7656056/ | The Effect of Leaders’ Coaching Behaviors on Employee Learning Orientation: A Regulatory Focus Perspective - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.479 | 0.854 | [] | 512 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:18.986270 | [
0.04477202147245407,
0.0019040385959669948,
-0.030578868463635445,
0.009967882186174393,
0.09904003143310547,
0.07482033967971802,
0.03265491500496864,
0.09244729578495026,
-0.006591577082872391,
0.0005871751927770674,
0.08471815288066864,
-0.05983830243349075,
0.044607143849134445,
0.0074... | ||
ed as having “low level of promotion focus.” Accordingly, in each experiment, half of the participants were labeled as having “low level of promotion focus ( n = 30)/prevention focus (32)” and half were labeled as having “high level of promotion focus ( n = 31)/prevention focus (31)”. After a quick categorization by us... | https://pmc.ncbi.nlm.nih.gov/articles/PMC7656056/ | The Effect of Leaders’ Coaching Behaviors on Employee Learning Orientation: A Regulatory Focus Perspective - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.528 | 0.848 | [] | 464 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:18.986327 | [
0.08947627246379852,
0.010959901846945286,
0.023120390251278877,
0.00048597590648569167,
0.06531044840812683,
0.01861453428864479,
0.03166485205292702,
0.05573179945349693,
-0.01704448275268078,
0.04387391731142998,
0.04001982882618904,
0.0008677741861902177,
0.014364915899932384,
-0.03722... | ||
andomly and equally distributed in two scenarios. They were asked to complete questionnaires following a vivid image for themselves in this specific context of the scenario. In Experiment 1a, participants’ average age was 21.31 (ranging from 18 to 26). Among them, 39.3% were male and 60.7% of them were female. In exper... | https://pmc.ncbi.nlm.nih.gov/articles/PMC7656056/ | The Effect of Leaders’ Coaching Behaviors on Employee Learning Orientation: A Regulatory Focus Perspective - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.359 | 0.698 | [] | 446 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:18.986386 | [
0.10959137231111526,
0.032054826617240906,
-0.02028530091047287,
0.07102310657501221,
-0.025164347141981125,
-0.024796603247523308,
-0.000648644519969821,
0.00634143827483058,
-0.02669917233288288,
0.02590065635740757,
0.034951165318489075,
-0.0478261336684227,
-0.005587894469499588,
0.010... | ||
23), where 42.9% were male and 57.1% were female. Scenarios and Manipulations Leaders’ Coaching Behaviors According to the use of scenarios in leadership studies (e.g., Christie et al., 2011 ; Kark et al., 2015 ), two scenarios were developed based on items of measurement in study 1. The scenarios described a similar w... | https://pmc.ncbi.nlm.nih.gov/articles/PMC7656056/ | The Effect of Leaders’ Coaching Behaviors on Employee Learning Orientation: A Regulatory Focus Perspective - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.539 | 0.692 | ["leadership", "education"] | 474 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:18.986446 | [
0.008246969431638718,
0.03490772098302841,
-0.024523518979549408,
0.05507562309503555,
0.007553371135145426,
0.010239196009933949,
0.001562965684570372,
-0.017346659675240517,
0.030651487410068512,
0.015249251388013363,
0.02823188714683056,
0.008424158208072186,
0.06195148825645447,
0.0929... | ||
ors and the second used guide-to-learn behaviors. The scenarios were as following: Encourage-to-Explore Behaviors Suppose you are working at company A, which specializes in producing high-tech products. Patent-inventing is the major responsibility for employees. Since you have entered the company, Li Lei, the leader of... | https://pmc.ncbi.nlm.nih.gov/articles/PMC7656056/ | The Effect of Leaders’ Coaching Behaviors on Employee Learning Orientation: A Regulatory Focus Perspective - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.393 | 0.848 | ["leadership", "management"] | 511 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:18.986511 | [
-0.08237039297819138,
-0.03267289698123932,
0.010776788927614689,
-0.04280688986182213,
0.07403849810361862,
0.052887991070747375,
0.05004876106977463,
0.05013676732778549,
-0.03415617719292641,
0.010363181121647358,
0.0759589746594429,
0.10921264439821243,
-0.004449480213224888,
0.0303828... | ||
ently/occasionally) encourages you to explore how to complete your assignments more effectively and efficiently. On the one hand, for the tasks you are already familiar with, he (frequently/occasionally) motivates you to reflect on novel working methods to enhance your professional competence. On the other hand, he (fr... | https://pmc.ncbi.nlm.nih.gov/articles/PMC7656056/ | The Effect of Leaders’ Coaching Behaviors on Employee Learning Orientation: A Regulatory Focus Perspective - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.374 | 0.848 | ["motivation", "career", "war_conflict"] | 512 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:18.986574 | [
0.003562966827303171,
0.004677009303122759,
0.038595251739025116,
0.029994728043675423,
0.014170700684189796,
0.02466263249516487,
0.11263905465602875,
-0.06701928377151489,
0.02333398535847664,
-0.032111745327711105,
-0.05662093311548233,
0.09603680670261383,
0.0038606366142630577,
0.0803... | ||
ered as necessary steps toward acquiring new knowledge. In addition, Li Lei always (frequently/occasionally) encourages you to keep learning advanced knowledge and skills and to try putting them into practice during work. Guide-to-Learn Behaviors Suppose you are working at company A, which specializes in producing high... | https://pmc.ncbi.nlm.nih.gov/articles/PMC7656056/ | The Effect of Leaders’ Coaching Behaviors on Employee Learning Orientation: A Regulatory Focus Perspective - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.397 | 0.844 | ["education", "leadership", "management", "war_conflict"] | 495 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:18.986637 | [
-0.031660377979278564,
-0.07710982114076614,
0.04444923624396324,
-0.033443666994571686,
0.03671330586075783,
0.0483572743833065,
0.05240960046648979,
0.0000558018364245072,
-0.019541339948773384,
-0.030629489570856094,
0.0595930777490139,
0.13201752305030823,
-0.05681735277175903,
-0.0074... | ||
ader of your R&D team, is your direct supervisor. In your group meeting, Li Lei (frequently/occasionally) clearly informs every group member of the work assignments, project requirements, and existing problems of the group. He also (frequently/occasionally) makes detailed working plans for everyone and attempts to ensu... | https://pmc.ncbi.nlm.nih.gov/articles/PMC7656056/ | The Effect of Leaders’ Coaching Behaviors on Employee Learning Orientation: A Regulatory Focus Perspective - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.555 | 0.85 | ["communication", "management", "philosophy"] | 512 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:18.986701 | [
-0.050998885184526443,
-0.08794964849948883,
0.021522419527173042,
-0.007915937341749668,
0.05474850535392761,
0.0016623910050839186,
0.09332431107759476,
-0.04536093398928642,
0.033158671110868454,
-0.08965214341878891,
0.010519956238567829,
0.051233019679784775,
-0.0643034353852272,
0.01... | ||
ffers specific guidance on how to complete the assignments more effectively and efficiently based on his experiences. Meanwhile, Li Lei (frequently/occasionally) records your work performance and progress, and then, he provides timely feedback regarding current shortcomings and how to make improvements. (For those who ... | https://pmc.ncbi.nlm.nih.gov/articles/PMC7656056/ | The Effect of Leaders’ Coaching Behaviors on Employee Learning Orientation: A Regulatory Focus Perspective - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.57 | 0.846 | ["philosophy"] | 512 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:18.986772 | [
-0.016490831971168518,
-0.06812901794910431,
0.032902710139751434,
0.011115617118775845,
0.010983381420373917,
0.07881736010313034,
0.0365130640566349,
0.031298570334911346,
0.03848434239625931,
-0.08977630734443665,
-0.0447528101503849,
0.07498456537723541,
-0.043762825429439545,
0.053361... | ||
lied for participants who were assigned to the scenario of less coaching behaviors). Manipulation Check To assess the scenarios’ content validity, at the end of the scenario, participants were asked to indicate their perception on leaders’ coaching behavior on a seven-point Likert-type scale, ranging from not at all (1... | https://pmc.ncbi.nlm.nih.gov/articles/PMC7656056/ | The Effect of Leaders’ Coaching Behaviors on Employee Learning Orientation: A Regulatory Focus Perspective - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.452 | 0.852 | ["leadership", "education"] | 512 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:18.986847 | [
0.02796487882733345,
0.05700678378343582,
-0.015872037038207054,
0.036086346954107285,
-0.0002137247793143615,
0.07475636899471283,
-0.017358984798192978,
-0.01665988191962242,
0.012092247605323792,
0.002654395764693618,
0.033430252224206924,
0.022234562784433365,
0.06696796417236328,
0.08... | ||
tems, including “The leader encourages the followers to try new things at work” and “The leader frequently encourages the followers to seek by themselves new ways to improve professionally.” The guide-to-learn behaviors were assessed on five items, including “The leader frequently instructs the followers on how to impr... | https://pmc.ncbi.nlm.nih.gov/articles/PMC7656056/ | The Effect of Leaders’ Coaching Behaviors on Employee Learning Orientation: A Regulatory Focus Perspective - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.623 | 0.85 | ["leadership", "career", "philosophy"] | 512 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:18.986916 | [
0.038490213453769684,
-0.025536969304084778,
-0.020035674795508385,
0.0738014206290245,
0.04033224284648895,
0.059412505477666855,
0.07279275357723236,
-0.013679944910109043,
-0.045131560415029526,
0.05426185205578804,
0.0501386895775795,
0.04529848322272301,
0.021554939448833466,
0.058163... | ||
p ( N = 31, M = 4.968, SD = 0.517), t (61) = 11.037, p < 0.001. These indicated good manipulations. Measures Since all original scales are in English, we applied translation and back-translation to confirm the accuracy of the translation into Chinese ( Brislin, 1986 ). Regulatory Focus of Employees Promotion/Prevention... | https://pmc.ncbi.nlm.nih.gov/articles/PMC7656056/ | The Effect of Leaders’ Coaching Behaviors on Employee Learning Orientation: A Regulatory Focus Perspective - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.421 | 0.72 | [] | 512 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:18.986973 | [
0.018888037651777267,
0.0464007705450058,
-0.005913916509598494,
-0.027539124712347984,
0.08903177082538605,
0.12620732188224792,
0.11724060028791428,
0.05113404989242554,
0.01613553985953331,
-0.028579169884324074,
0.11775603145360947,
-0.020966745913028717,
-0.008817589841783047,
-0.0242... | ||
hieve my hopes and aspirations” and “I often think about the person I would ideally like to be in the future.” Prevention focus was assessed with nine items, including “In general, I am focused on preventing negative events in my life” and “I am anxious that I will fall short of my responsibilities and obligations.” Th... | https://pmc.ncbi.nlm.nih.gov/articles/PMC7656056/ | The Effect of Leaders’ Coaching Behaviors on Employee Learning Orientation: A Regulatory Focus Perspective - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.527 | 0.848 | [] | 443 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:18.987041 | [
0.05377698317170143,
0.14520268142223358,
0.03000040352344513,
0.027169592678546906,
0.07196962833404541,
0.09611634165048599,
0.13881945610046387,
0.06383846700191498,
-0.011763590388000011,
-0.02645128406584263,
0.03984306752681732,
0.011432445608079433,
0.02819923684000969,
-0.060861032... | ||
(1 = “strongly disagree”; 7 = “strongly agree”). The α-coefficient for employee promotion focus was 0.859 (in Experiment 1a) and the α-coefficient for employee prevention focus (in Experiment 1b) was 0.758. Employee Learning Orientation We adopted Gong et al. (2009) six-item scale to assess individual learning orientat... | https://pmc.ncbi.nlm.nih.gov/articles/PMC7656056/ | The Effect of Leaders’ Coaching Behaviors on Employee Learning Orientation: A Regulatory Focus Perspective - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.42 | 0.86 | ["education", "crisis", "career"] | 511 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:18.987105 | [
0.022925740107893944,
0.05580151453614235,
-0.031983643770217896,
0.014153570868074894,
0.07831407338380814,
0.10548499971628189,
0.10526886582374573,
-0.015665875747799873,
-0.04491354897618294,
0.08380453288555145,
0.05897819623351097,
0.06904088705778122,
-0.042778901755809784,
-0.00196... | ||
e respondents responded to the items using a seven-point Likert-type scale (1 = “strongly disagree”; 7 = “strongly agree”). The α-coefficient for employee learning orientation was 0.730 (in experiment 1a) and 0.674 (in experiment 1b). Control Variables The control variables used in study 1: (a) gender, (b) age (in year... | https://pmc.ncbi.nlm.nih.gov/articles/PMC7656056/ | The Effect of Leaders’ Coaching Behaviors on Employee Learning Orientation: A Regulatory Focus Perspective - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.465 | 0.84 | ["education"] | 445 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:18.987170 | [
0.07448798418045044,
0.06486183404922485,
-0.04478658363223076,
0.07467177510261536,
0.003585863159969449,
0.09254010766744614,
0.04836440086364746,
-0.050524793565273285,
0.010004717856645584,
0.0343647375702858,
0.06059049814939499,
0.10100734978914261,
-0.039922118186950684,
-0.00486359... | ||
n Bell and Kozlowski’s (2008) model. Naveh et al. (2015) insisted that the level of each individual’s anxiety should be considered when investigating the potential association between level of anxiety and learning, as the learning process may be difficult and stressful. Results The means, standard deviations, and corre... | https://pmc.ncbi.nlm.nih.gov/articles/PMC7656056/ | The Effect of Leaders’ Coaching Behaviors on Employee Learning Orientation: A Regulatory Focus Perspective - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.395 | 0.86 | ["education", "crisis"] | 512 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:18.987233 | [
0.15559646487236023,
0.011499076150357723,
-0.029603946954011917,
0.10868309438228607,
-0.0286277923732996,
0.0400167740881443,
0.09212261438369751,
-0.01783495396375656,
-0.0027592931874096394,
-0.025549478828907013,
-0.011636574752628803,
0.0753863975405693,
0.011308558285236359,
-0.0218... | ||
rio conditions, we conducted a MANOVA with the scenario conditions as independent variables. Results demonstrated a non-significant effect in both experiment 1a [ F (1,59) = 1.642, ns ] and experiment 1b [ F (1,61) = 0.525, ns ], showing that there were no significant differences for individual regulatory focus between... | https://pmc.ncbi.nlm.nih.gov/articles/PMC7656056/ | The Effect of Leaders’ Coaching Behaviors on Employee Learning Orientation: A Regulatory Focus Perspective - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.318 | 0.832 | ["education"] | 430 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:18.987304 | [
0.11248080432415009,
0.029561202973127365,
-0.0034919569734483957,
0.009307792410254478,
0.02386166900396347,
0.005109024699777365,
-0.038690242916345596,
-0.013061781413853168,
0.010207521729171276,
0.00810315739363432,
0.032579947263002396,
-0.09828547388315201,
-0.033589668571949005,
0.... | ||
standard deviations, and correlations (Study 1). Experiment 1a Encourage-to-Explore Behaviors LEE M (SD) MEE M (SD) F (1,59) 1 2 3 4 5 6 1. EE / / / 2. Promotion focus 5.033 (0.980) 5.301 (0.617) 1.642 0.165 3. Learning orientation 5.228 (0.724) 5.560 (0.425) 4.792* 0.274* 0.528*** 4. Gender 0.267 (0.450) 0.516 (0.508)... | https://pmc.ncbi.nlm.nih.gov/articles/PMC7656056/ | The Effect of Leaders’ Coaching Behaviors on Employee Learning Orientation: A Regulatory Focus Perspective - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.552 | 0.69 | ["education"] | 425 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:18.987370 | [
0.11459747701883316,
-0.03171580657362938,
-0.00350082921795547,
0.06687548011541367,
-0.009461832232773304,
0.03385095298290253,
-0.0173373743891716,
-0.005571787245571613,
0.021892599761486053,
0.04084337130188942,
0.049620140343904495,
0.007809589151293039,
0.009454292245209217,
0.02869... | ||
00 (0.775) 5.286* −0.287* –0.117 –0.219 –0.227 6. Trait anxiety 4.067 (1.461) 4.161 (1.440) 0.137 0.033 –0.001 –0.183 –0.088 –0.039 Experiment 1b Guide-to-Learn Behaviors LGL M (SD) MGL M (SD) F (1,61) 1 2 3 4 5 6 1. GL / / / 2. Prevention focus 4.670 (0.610) 4.542 (0.785) 0.525 –0.092 3. Learning orientation 5.360 (0.... | https://pmc.ncbi.nlm.nih.gov/articles/PMC7656056/ | The Effect of Leaders’ Coaching Behaviors on Employee Learning Orientation: A Regulatory Focus Perspective - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.524 | 0.718 | ["education"] | 494 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:18.987441 | [
0.04922749474644661,
-0.0666574239730835,
0.010149131529033184,
0.06661301106214523,
-0.02888253517448902,
0.029382430016994476,
0.03211640194058418,
-0.0013639142271131277,
-0.061508018523454666,
-0.016323259100317955,
0.05107384920120239,
0.008861207403242588,
-0.018342308700084686,
0.02... | ||
20.719 (0.772) 0.138 0.048 0.006 –0.095 0.065 6. Trait anxiety 4.032 (1.402) 3.875 (1.519) 0.182 –0.055 –0.017 –0.152 0.162 0.143 Open in a new tab a N = 61 (in experiment 1a) and N = 63 (in experiment 1b). b Leaders’ encourage-to-explore behaviors (EE): 0 = Less encourage-to-explore behaviors (LEE); 1 = More encourage... | https://pmc.ncbi.nlm.nih.gov/articles/PMC7656056/ | The Effect of Leaders’ Coaching Behaviors on Employee Learning Orientation: A Regulatory Focus Perspective - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.453 | 0.71 | ["leadership"] | 502 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:18.987503 | [
0.07011495530605316,
0.007217456120997667,
0.018103990703821182,
0.08722729980945587,
0.024185676127672195,
0.02146833948791027,
0.04567371681332588,
-0.05642818659543991,
-0.0654987022280693,
-0.010729895904660225,
0.004919830709695816,
-0.02092386968433857,
0.05654777213931084,
0.0010366... | ||
behaviors (MGL). c Gender: 1 = Male; 0 = Female. d *p < 0.05, ***p < 0.001. Hypothesis 1 proposes that leaders’ encourage-to-explore behaviors are positively related to employee learning orientation. We ran an analysis of variance (ANOVA) in SPSS22.0 with the two encourage-to-explore behavior experimental conditions (m... | https://pmc.ncbi.nlm.nih.gov/articles/PMC7656056/ | The Effect of Leaders’ Coaching Behaviors on Employee Learning Orientation: A Regulatory Focus Perspective - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.588 | 0.678 | ["education", "leadership"] | 470 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:18.987570 | [
0.029674749821424484,
0.033569104969501495,
0.04483543336391449,
0.05075962841510773,
0.046708494424819946,
0.03474061191082001,
0.038145292550325394,
-0.07387375831604004,
0.006417848635464907,
0.05745279788970947,
0.03773801028728485,
0.09699533134698868,
-0.023637596517801285,
0.0581386... | ||
d learning orientation as the dependent variable. Results demonstrated a significant effect [ F (1,59) = 4.792, p < 0.05]. Respondents under more leaders’ encourage-to-explore behavior reported higher learning orientation (M LEE = 5.228, M M EE = 5.560) 1 . This, thus, supported Hypothesis 1. To test Hypothesis 3, we c... | https://pmc.ncbi.nlm.nih.gov/articles/PMC7656056/ | The Effect of Leaders’ Coaching Behaviors on Employee Learning Orientation: A Regulatory Focus Perspective - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.409 | 0.708 | ["education", "leadership"] | 512 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:18.987630 | [
0.07176444679498672,
-0.01684381254017353,
0.0031619356013834476,
-0.005070218816399574,
0.03669990599155426,
0.055766038596630096,
0.03951476514339447,
-0.03916432708501816,
0.01545208040624857,
0.12715886533260345,
0.060385704040527344,
0.0739176794886589,
0.0032442102674394846,
0.051231... | ||
ion focus conditions (low level of promotion focus coded as 0 vs. high level of promotion focus coded as 1) as independent variables, control variables (gender, age, and trait anxiety) as co-variables, and learning orientation as the dependent variable. The results are shown in Table 2 . As shown in the table, the mode... | https://pmc.ncbi.nlm.nih.gov/articles/PMC7656056/ | The Effect of Leaders’ Coaching Behaviors on Employee Learning Orientation: A Regulatory Focus Perspective - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.54 | 0.868 | ["education", "networking"] | 498 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:18.987695 | [
0.11381614208221436,
0.002361952792853117,
-0.011613910086452961,
0.06185797601938248,
0.028301091864705086,
0.07142508029937744,
0.10273096710443497,
0.00857657939195633,
-0.0202716663479805,
0.06906986981630325,
0.11399098485708237,
0.030001521110534668,
0.05678514763712883,
0.0173951983... | ||
t [ F (1, 54) = 9.320, η p 2 = 0.147 , p < 0.01]. Specifically, for individuals with low level of promotion focus, when compared to the effect of less encourage-to-explore behaviors ( N = 15, M = 4.890, SD = 0.705), more encourage-to-explore behaviors induce greater learning orientation ( N = 15, M = 5.600, SD = 0.499)... | https://pmc.ncbi.nlm.nih.gov/articles/PMC7656056/ | The Effect of Leaders’ Coaching Behaviors on Employee Learning Orientation: A Regulatory Focus Perspective - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.43 | 0.738 | ["education"] | 512 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:18.987759 | [
0.09216463565826416,
-0.0021036453545093536,
0.006468447856605053,
0.010323634371161461,
0.05997542291879654,
0.04081052169203758,
0.0190573800355196,
0.0727248340845108,
0.03042193315923214,
0.06786680966615677,
0.12425007671117783,
0.036926012486219406,
0.0423811599612236,
0.050213385373... | ||
ion ( N = 16, M = 5.520, SD = 0.354) yield no significant difference from the effect of less encourage-to-explore behaviors ( N = 15, M = 5.736, SD = 0.379). TABLE 2. Results of analysis of covariance (Study 1). Variables Learning Orientation Experiment 1a Experiment 1b F df η p 2 F Df η p 2 Co-variables Gender 2.016 1... | https://pmc.ncbi.nlm.nih.gov/articles/PMC7656056/ | The Effect of Leaders’ Coaching Behaviors on Employee Learning Orientation: A Regulatory Focus Perspective - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.537 | 0.744 | ["education"] | 511 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:18.987822 | [
0.13146090507507324,
0.015083072707057,
-0.0009785454021766782,
0.06261121481657028,
0.04227529838681221,
0.03912068158388138,
0.039610106498003006,
-0.015536634251475334,
0.014283952303230762,
0.051921553909778595,
0.10782767087221146,
0.024645021185278893,
0.025311443954706192,
0.0455369... | ||
tween low-promotion/low encourage-to-explore condition and low-promotion/high encourage-to-explore condition ( mean difference = −0.711, SE = 0.233, P < 0.01, 95%CI = [−1.345, −0.077]). Figure 3 depicts the moderating effect. This thus supported Hypothesis 3, which proposes that the positive association between encoura... | https://pmc.ncbi.nlm.nih.gov/articles/PMC7656056/ | The Effect of Leaders’ Coaching Behaviors on Employee Learning Orientation: A Regulatory Focus Perspective - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.512 | 0.67 | ["education"] | 445 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:18.987881 | [
0.07640957832336426,
0.01969299651682377,
0.025275176391005516,
0.02807374857366085,
0.05011846497654915,
0.03629541024565697,
0.07844465970993042,
0.048672109842300415,
-0.012691924348473549,
0.014923620969057083,
0.11441690474748611,
0.03263438120484352,
0.028324345126748085,
0.018757628... | ||
with the low level of promotion focus. FIGURE 3. Open in a new tab The moderating effect of regulatory focus (Study 1). In experiment 1b, we aim to verify the interactive effect between guide-to-learn behaviors and prevention focus on learning orientation. Results of ANOVA indicated that respondents supervised by more ... | https://pmc.ncbi.nlm.nih.gov/articles/PMC7656056/ | The Effect of Leaders’ Coaching Behaviors on Employee Learning Orientation: A Regulatory Focus Perspective - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.398 | 0.854 | ["education"] | 480 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:18.988022 | [
0.09870797395706177,
0.01229126751422882,
-0.010418608784675598,
0.052881114184856415,
0.0669536367058754,
0.056931931525468826,
0.07723641395568848,
0.00848576333373785,
-0.01977272890508175,
0.06793922930955887,
0.07979781925678253,
0.08134037256240845,
-0.0036170752719044685,
0.01854924... | ||
rn behaviors (M L GL = 4.670, M M GL = 4.542) 2 . The effect was slightly significant [ F (1,61) = 3.382, p < 0.1]. Additionally, as shown in Table 2 , the moderating effect of prevention focus on the relationship between guide-to-learn behaviors and learning orientation is slightly significant [ F (1, 56) = 3.542, η p... | https://pmc.ncbi.nlm.nih.gov/articles/PMC7656056/ | The Effect of Leaders’ Coaching Behaviors on Employee Learning Orientation: A Regulatory Focus Perspective - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.384 | 0.742 | ["education", "networking"] | 511 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:18.988101 | [
0.053658049553632736,
-0.0011899513192474842,
0.014862916432321072,
0.017770541831851006,
0.042199768126010895,
0.0966176688671112,
0.015805447474122047,
0.015086010098457336,
-0.03537867218255997,
0.051433015614748,
0.06995603442192078,
0.14758554100990295,
0.030680479481816292,
0.0107832... | ||
arn behaviors on learning orientation ( N = 16, M = 5.063, SD = 0.637) showed less difference from the effect of less guide-to-learn behaviors ( N = 16, M = 5.073, SD = 0.696). While for individuals with high level of prevention focus, more guide-to-learn behaviors proved to induce less learning orientation ( N = 16, M... | https://pmc.ncbi.nlm.nih.gov/articles/PMC7656056/ | The Effect of Leaders’ Coaching Behaviors on Employee Learning Orientation: A Regulatory Focus Perspective - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.381 | 0.736 | ["education"] | 512 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:18.988165 | [
0.062408626079559326,
0.006036458071321249,
0.026671459898352623,
0.011138158850371838,
0.03397904708981514,
0.0832582488656044,
0.053954921662807465,
0.002138179261237383,
-0.016362905502319336,
0.05661049112677574,
0.07196740061044693,
0.14531004428863525,
0.013829021714627743,
0.0267815... | ||
es that when the level of prevention focus is high, there is a negative association between guide-to-learn behaviors and employee learning orientation. The results of post hoc comparisons showed that high-prevention/low guide-to-learn condition was significantly different from high-prevention/high guide-to-learn condit... | https://pmc.ncbi.nlm.nih.gov/articles/PMC7656056/ | The Effect of Leaders’ Coaching Behaviors on Employee Learning Orientation: A Regulatory Focus Perspective - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.518 | 0.68 | ["education"] | 460 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:18.988230 | [
0.053409215062856674,
0.0826372280716896,
-0.004886105190962553,
-0.008337011560797691,
0.03062503971159458,
0.07866419106721878,
0.028328003361821175,
-0.01309850625693798,
-0.028981918469071388,
0.01106386911123991,
0.0719246044754982,
0.15212459862232208,
-0.022491158917546272,
0.002422... | ||
we examined our hypotheses with two experiments. While Hypotheses 1 and 3 were supported, H2 was not supported and H4 was partially supported. As it is difficult to manipulate low, moderate, and high level of guide-to-learn behaviors in the experiment, the proposed inverted U-shaped relationship between leaders’ guide-... | https://pmc.ncbi.nlm.nih.gov/articles/PMC7656056/ | The Effect of Leaders’ Coaching Behaviors on Employee Learning Orientation: A Regulatory Focus Perspective - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.425 | 0.854 | ["education", "leadership", "crisis", "networking"] | 511 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:18.988291 | [
0.04071320220828056,
0.0685160830616951,
0.010920098051428795,
0.010090066120028496,
0.013572575524449348,
0.02898848056793213,
-0.015819288790225983,
-0.06681200116872787,
-0.0028712020721286535,
0.01917095109820366,
0.05839483439922333,
0.13448742032051086,
-0.019595419988036156,
0.06026... | ||
in the workplace context and test hypotheses, which are difficult to be verified by experiment design, we conduct another study (Study 2) with paired data from working employees and their supervisors. Sample and Procedure The sample of study 2 included 334 pairs of employees and their direct supervisors in 22 departmen... | https://pmc.ncbi.nlm.nih.gov/articles/PMC7656056/ | The Effect of Leaders’ Coaching Behaviors on Employee Learning Orientation: A Regulatory Focus Perspective - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.54 | 0.844 | ["education", "crisis"] | 462 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:18.988354 | [
0.05232856795191765,
0.044798076152801514,
0.07624441385269165,
0.014897865243256092,
0.009033439680933952,
0.025833483785390854,
-0.036813993006944656,
-0.0009793339995667338,
-0.01402459666132927,
-0.009720985777676105,
0.02185545116662979,
-0.010263803415000439,
-0.024809379130601883,
0... | ||
f branches and departments in all parts of China. The mean age of employees was 41.63 years (SD = 7.68), with ages ranging from 20 to 58 years. Females constituted 38% of the participants and 62% were males. The average work experience of the employees was 20.62 years. The average age of leaders was 46.52. Among the le... | https://pmc.ncbi.nlm.nih.gov/articles/PMC7656056/ | The Effect of Leaders’ Coaching Behaviors on Employee Learning Orientation: A Regulatory Focus Perspective - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.346 | 0.72 | ["leadership", "education"] | 512 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:18.988431 | [
0.09443370997905731,
0.03560163825750351,
0.01737452857196331,
0.07777972519397736,
-0.0327875129878521,
0.05182183161377907,
-0.022911643609404564,
0.041093625128269196,
-0.08109841495752335,
0.027776820585131645,
0.05169994384050369,
-0.056503523141145706,
0.012300188653171062,
0.0105162... | ||
eir direct supervisors through the department chiefs. We encoded each piece of the questionnaires in envelopes and asked the department chiefs to deliver them in pairs according to the codes. First, surveys were distributed to 350 supervisors asking them to evaluate their frequent coaching behaviors. Then about a week ... | https://pmc.ncbi.nlm.nih.gov/articles/PMC7656056/ | The Effect of Leaders’ Coaching Behaviors on Employee Learning Orientation: A Regulatory Focus Perspective - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.425 | 0.826 | [] | 422 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:18.988489 | [
0.0416245274245739,
-0.02939344011247158,
-0.013795692473649979,
0.0230687465518713,
-0.002926272340118885,
0.0059080165810883045,
0.004428346641361713,
-0.00436030887067318,
-0.05831967666745186,
0.037894356995821,
0.054817669093608856,
-0.05220669507980347,
0.02866152673959732,
-0.003959... | ||
onnaires and gave other surveys to the followers. The independent-variable questionnaires were distributed to supervisors and the dependent-variable questionnaires were distributed to followers. Before distributing the survey instrument, the original scales were translated into Chinese and then back translated into Eng... | https://pmc.ncbi.nlm.nih.gov/articles/PMC7656056/ | The Effect of Leaders’ Coaching Behaviors on Employee Learning Orientation: A Regulatory Focus Perspective - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.639 | 0.84 | ["leadership"] | 512 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:18.988550 | [
0.006827056873589754,
0.028801560401916504,
0.006760057061910629,
0.03307514265179634,
-0.045159533619880676,
0.05069161579012871,
0.03298478201031685,
0.00033631589030846953,
0.010385374538600445,
0.004023705143481493,
0.08565400540828705,
-0.024744810536503792,
0.056996628642082214,
0.05... | ||
uring coaching behaviors were derived from the study of Naveh et al. (2015) , and leaders were asked to access the measurement of their coaching behaviors, six items for encourage-to-explore and 5 items for guide-to-learn, respectively. The leaders responded to the items using a seven-point Likert-type scale (1 = “stro... | https://pmc.ncbi.nlm.nih.gov/articles/PMC7656056/ | The Effect of Leaders’ Coaching Behaviors on Employee Learning Orientation: A Regulatory Focus Perspective - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.624 | 0.836 | ["leadership", "education"] | 477 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:18.988617 | [
0.030132174491882324,
-0.01325822900980711,
0.00890620518475771,
0.04138153791427612,
-0.041075050830841064,
0.024789707735180855,
0.04207495227456093,
0.020750652998685837,
-0.02912476658821106,
-0.0158450435847044,
-0.00009607437095837668,
0.049520645290613174,
0.046880558133125305,
0.08... | ||
arn behaviors were 0.930 and 0.962, respectively. Regulatory Focus of Employees Participants were instructed to rate their regulatory focus on the same scale in study 1 ( Lockwood et al., 2002 ). The participants responded to the items using a seven-point Likert-type scale (1 = “strongly disagree”; 7 = “strongly agree”... | https://pmc.ncbi.nlm.nih.gov/articles/PMC7656056/ | The Effect of Leaders’ Coaching Behaviors on Employee Learning Orientation: A Regulatory Focus Perspective - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.38 | 0.694 | ["education"] | 471 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:18.988689 | [
0.04517786577343941,
0.013044042512774467,
-0.06441662460565567,
0.01448951568454504,
0.049277737736701965,
0.10537499934434891,
0.1498800665140152,
-0.01644403114914894,
-0.034218017011880875,
0.010451138950884342,
0.08247137069702148,
0.11050394922494888,
-0.06210678443312645,
0.02131571... | ||
loyee Learning Orientation We adopted Gong et al. (2009) six-item scale to assess individual learning orientation at the work setting. The participants responded to the items using a seven-point Likert-type scale (1 = “strongly disagree”; 7 = “strongly agree”). The α-coefficient for employee learning orientation was 0.... | https://pmc.ncbi.nlm.nih.gov/articles/PMC7656056/ | The Effect of Leaders’ Coaching Behaviors on Employee Learning Orientation: A Regulatory Focus Perspective - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.377 | 0.85 | ["education"] | 500 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:18.988769 | [
0.05581403896212578,
0.06252723187208176,
-0.027307547628879547,
0.04918179661035538,
-0.006673632655292749,
0.05807697772979736,
0.06532111763954163,
-0.04711703956127167,
0.009193156845867634,
0.02041914314031601,
0.03116864152252674,
0.10081425309181213,
-0.05030553787946701,
-0.0213862... | ||
which controlled the level of emotional control. Confirmatory Factor Analyses Before testing our hypotheses, we conducted a confirmatory factor analysis (CFA) using AMOS 22.0 with maximum likelihood estimations to examine the measurement model fit and common method bias. We tested the model that consisted of five facto... | https://pmc.ncbi.nlm.nih.gov/articles/PMC7656056/ | The Effect of Leaders’ Coaching Behaviors on Employee Learning Orientation: A Regulatory Focus Perspective - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.368 | 0.84 | [] | 511 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:18.988827 | [
0.09043581038713455,
0.009954891167581081,
-0.01814146339893341,
0.10360900312662125,
0.09548775851726532,
0.0498373843729496,
0.02272701822221279,
-0.036975305527448654,
-0.04595385491847992,
0.032841116189956665,
0.11020209640264511,
-0.009943495504558086,
-0.02155228890478611,
-0.005285... | ||
evention focus of employee (nine items), and employee learning orientation (six items). Results showed that the expected five-factor model fit the data well (χ 2 = 0.66, df = 497, χ 2 /df = 3.43, NNFI = 0.92, CFI = 0.87, IFI = 0.87, RMSEA = 0.08). All the standardized factor loadings in the model were above 0.50 (the m... | https://pmc.ncbi.nlm.nih.gov/articles/PMC7656056/ | The Effect of Leaders’ Coaching Behaviors on Employee Learning Orientation: A Regulatory Focus Perspective - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.529 | 0.718 | ["education"] | 474 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:18.988890 | [
0.09533088654279709,
-0.03508054465055466,
-0.0004923862870782614,
0.016508866101503372,
0.1277492791414261,
0.04453841969370842,
0.04288811981678009,
-0.02386651560664177,
0.06378986686468124,
0.02313096635043621,
0.06726381927728653,
0.08301594108343124,
-0.05696571618318558,
-0.00557606... | ||
, our data are susceptible to common source bias. Following the recommendation by Podsakoff et al. (2003) , we applied the single unmeasured latent method. Results of one-factor model in which all items were allowed to load on one factor showed a poor fit level (χ 2 = 5,842.09, df = 487, χ 2 /df = 12.00, NNFI = 0.41, C... | https://pmc.ncbi.nlm.nih.gov/articles/PMC7656056/ | The Effect of Leaders’ Coaching Behaviors on Employee Learning Orientation: A Regulatory Focus Perspective - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.309 | 0.728 | ["education"] | 476 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:18.988954 | [
0.03323841840028763,
-0.04508716240525246,
-0.013941626995801926,
0.03352021798491478,
0.15171438455581665,
0.0119220782071352,
-0.04058162868022919,
0.037585046142339706,
0.0030857452657073736,
0.03600847348570824,
0.026739001274108887,
0.0003608331026043743,
0.013463949784636497,
-0.0220... | ||
ethod bias was not a severe problem in our study. Results Table 3 presents the means, standard deviations, and correlations among the variables in this study. TABLE 3. Means, standard deviations, and correlations (Study 2). M SD 1 2 3 4 5 6 7 8 1. Gender 0.620 0.486 2. Age 41.632 7.679 –0.087 3. Anxiety 3.246 1.495 0.1... | https://pmc.ncbi.nlm.nih.gov/articles/PMC7656056/ | The Effect of Leaders’ Coaching Behaviors on Employee Learning Orientation: A Regulatory Focus Perspective - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.339 | 0.702 | ["education"] | 454 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:18.989022 | [
0.09961467981338501,
0.004762284457683563,
-0.004548180382698774,
0.08033382147550583,
0.029609134420752525,
0.015068063512444496,
-0.006152225658297539,
-0.0064369733445346355,
-0.010978853330016136,
-0.015220697969198227,
0.0013452187413349748,
-0.008853931911289692,
0.006960655562579632,
... | ||
earn 5.667 0.771 −0.187** 0.098 –0.146 0.319** 6. Promotion focus 4.315 0.961 0.028 −0.150** 0.119* 0.111* 0.006 7. Prevention focus 4.244 0.977 0.120* –0.055 0.244** –0.010 –0.090 0.707* 8. Employee learning orientation 5.150 0.973 –0.014 −0.122* –0.029 0.135* 0.033 0.229** 0.420** Open in a new tab N = 334; + p < 0.1... | https://pmc.ncbi.nlm.nih.gov/articles/PMC7656056/ | The Effect of Leaders’ Coaching Behaviors on Employee Learning Orientation: A Regulatory Focus Perspective - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.382 | 0.71 | ["education"] | 459 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:18.989088 | [
0.02236548811197281,
-0.0020874924957752228,
-0.08102964609861374,
0.014037545770406723,
0.06742767989635468,
0.10121718049049377,
0.05462154746055603,
0.017484653741121292,
0.013581366278231144,
0.05720134451985359,
0.09871968626976013,
0.0763780027627945,
-0.016973260790109634,
0.0243161... | ||
ng SPSS 22.0. The results were shown in Table 4 . Each variable was centered for product terms before computing the multiplicative terms. To test Hypothesis 1, we regressed supervisor-rated encourage-to-explore behaviors on employee-rated employee learning orientation. As Hypothesis 1 proposed, leaders’ encourage-to-ex... | https://pmc.ncbi.nlm.nih.gov/articles/PMC7656056/ | The Effect of Leaders’ Coaching Behaviors on Employee Learning Orientation: A Regulatory Focus Perspective - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.584 | 0.682 | ["education", "leadership", "networking"] | 451 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:18.989148 | [
0.010028974153101444,
0.018265102058649063,
-0.0014910135651007295,
0.03532534837722778,
0.02429276518523693,
0.0948469340801239,
0.08495694398880005,
-0.03687485307455063,
-0.032511305063962936,
0.08678137511014938,
0.07791807502508163,
0.09705866873264313,
0.017838774248957634,
0.0985695... | ||
= 0.109, p < 0.05), shown in Model 2 ( Table 4 ). Hypothesis 1 was supported: leaders’ exploration-encouraging behaviors can improve followers’ learning orientation. To test Hypothesis 2, we regressed employee learning orientation on control variables, guide | https://pmc.ncbi.nlm.nih.gov/articles/PMC7656056/ | The Effect of Leaders’ Coaching Behaviors on Employee Learning Orientation: A Regulatory Focus Perspective - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.607 | 0.626 | ["education", "leadership", "communication", "rhetoric"] | 258 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:18.989212 | [
0.04286327213048935,
0.011573639698326588,
0.03738899156451225,
0.051084667444229126,
0.02978217415511608,
0.06119952350854874,
0.0285983644425869,
-0.05204791575670242,
-0.004211947787553072,
0.07828066498041153,
0.08108967542648315,
0.1401362270116806,
0.013601869344711304,
-0.0017962937... | ||
Leaders as a Coach: Embracing the Coaching Leadership Style Definition – Leader as Coach The concept of "leaders as a coach" refers to a leadership style where the leader's primary role is to guide, develop, and mentor team members rather than simply issuing orders or focusing on tasks. In this coaching leadership styl... | https://www.leadershipiq.com/blogs/leadershipiq/leaders-as-a-coach-embracing-the-coaching-leadership-style | Leaders as a Coach: Embracing the Coaching Leadership Style | leadershipiq.com | unknown | false | 0.597 | 0.704 | ["leadership", "management"] | 482 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:19.241816 | [
-0.01885879971086979,
0.057584844529628754,
0.004988631699234247,
0.037296783179044724,
-0.028540899977087975,
-0.012043187394738197,
-0.003911634907126427,
-0.0004384040366858244,
0.03284628316760063,
0.005341479554772377,
-0.044139713048934937,
0.09379129856824875,
0.07965296506881714,
-... | ||
ng them grow to reach their full potential[1][2]. Herminia Ibarra and Anne Scoular describe it as moving beyond just sharing expertise: "It's also a way of asking questions so as to spark insights in the other person."[3] In essence, a leader-coach invests time in active listening, thoughtful questioning, and personali... | https://www.leadershipiq.com/blogs/leadershipiq/leaders-as-a-coach-embracing-the-coaching-leadership-style | Leaders as a Coach: Embracing the Coaching Leadership Style | leadershipiq.com | unknown | false | 0.468 | 0.842 | ["leadership", "communication", "economy", "rhetoric"] | 499 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:19.254096 | [
-0.038571733981370926,
0.00867598969489336,
-0.019082462415099144,
0.05601687356829643,
0.024187251925468445,
0.018672233447432518,
0.020197894424200058,
0.03686675429344177,
0.0432000607252121,
0.03766151890158653,
-0.0961102694272995,
0.06635185331106186,
-0.011541583575308323,
0.0005372... | ||
, and support rather than top-down control[5][6]. Underlying Theories The leader-as-coach approach is grounded in well-established leadership theories and psychological models: • Transformational Leadership One of the four "I's" of transformational leadership is Individualized Consideration – the leader's behavior of t... | https://www.leadershipiq.com/blogs/leadershipiq/leaders-as-a-coach-embracing-the-coaching-leadership-style | Leaders as a Coach: Embracing the Coaching Leadership Style | leadershipiq.com | unknown | false | 0.677 | 0.828 | ["leadership", "philosophy"] | 511 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:19.254226 | [
-0.015623172745108604,
0.051858965307474136,
0.0021393848583102226,
0.007513741962611675,
-0.025985443964600563,
0.02878519706428051,
-0.014334365725517273,
0.03216647356748581,
0.06712394207715988,
-0.01806522160768509,
-0.025004997849464417,
0.07586416602134705,
0.0671011283993721,
0.024... | ||
idual needs and encouraging followers' growth[8]. By encouraging, coaching, and caring for followers, transformational leaders inspire higher motivation and performance. In practical terms, a transformational leader in coach mode gives personalized support and challenges people to develop new skills, aligning with the ... | https://www.leadershipiq.com/blogs/leadershipiq/leaders-as-a-coach-embracing-the-coaching-leadership-style | Leaders as a Coach: Embracing the Coaching Leadership Style | leadershipiq.com | unknown | false | 0.655 | 0.832 | ["leadership", "philosophy", "motivation", "crisis"] | 512 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:19.254989 | [
-0.04820967838168144,
-0.0010966715635731816,
0.011194856837391853,
-0.030300889164209366,
-0.03488869592547417,
0.041535355150699615,
-0.018261026591062546,
-0.02043454349040985,
0.009117542766034603,
0.032406035810709,
0.025086645036935806,
0.06202443316578865,
0.0586179755628109,
0.0115... | ||
g followers and prioritizes maximization of followers' potential"[10]. A servant leader inverts the power pyramid – placing themselves at the bottom as a supporter – and views their job as helping others perform to their best ability[11]. This directly parallels the coaching mindset: the leader's success is measured by... | https://www.leadershipiq.com/blogs/leadershipiq/leaders-as-a-coach-embracing-the-coaching-leadership-style | Leaders as a Coach: Embracing the Coaching Leadership Style | leadershipiq.com | unknown | false | 0.663 | 0.838 | ["leadership", "management", "career", "llm", "philosophy"] | 469 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:19.255025 | [
-0.02956848032772541,
0.03169425576925278,
0.021475331857800484,
-0.040839362889528275,
-0.044183917343616486,
-0.007175293751060963,
0.035003893077373505,
0.0002960833953693509,
0.03346112743020058,
0.03361424431204796,
-0.016160758212208748,
0.0634021908044815,
0.08968386799097061,
-0.00... | ||
eam's development, hallmarks of a coaching style. • Situational and Democratic Leadership Coaching leadership also draws on situational leadership models that advocate adapting style to follower needs (a "coaching" style is often recommended when followers have some competence but need encouragement). It overlaps with ... | https://www.leadershipiq.com/blogs/leadershipiq/leaders-as-a-coach-embracing-the-coaching-leadership-style | Leaders as a Coach: Embracing the Coaching Leadership Style | leadershipiq.com | unknown | false | 0.653 | 0.822 | ["leadership", "networking", "llm"] | 485 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:19.255048 | [
0.024774625897407532,
-0.01876724883913994,
-0.018501438200473785,
0.0068762218579649925,
0.01165651623159647,
0.008899876847863197,
-0.0003265602281317115,
-0.017064513638615608,
0.057148873805999756,
-0.022864792495965958,
0.020297890529036522,
0.08924060314893723,
0.08776723593473434,
0... | ||
hich centers on empathy and relationships[12][6]. All these frameworks value two-way communication and development, reinforcing the foundation of leader-as-coach. • GROW Model (Coaching Framework) Many leaders-as-coaches use formal coaching techniques. A popular framework is the GROW model, which structures coaching co... | https://www.leadershipiq.com/blogs/leadershipiq/leaders-as-a-coach-embracing-the-coaching-leadership-style | Leaders as a Coach: Embracing the Coaching Leadership Style | leadershipiq.com | unknown | false | 0.649 | 0.836 | ["leadership", "communication", "networking", "war_conflict", "philosophy"] | 512 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:19.255067 | [
0.01963941939175129,
0.010404307395219803,
-0.0009583297651261091,
-0.010060600936412811,
0.029733184725046158,
-0.0026201161090284586,
-0.0015421537682414055,
0.006969229318201542,
0.03236772492527962,
-0.031797055155038834,
0.005999709013849497,
0.05831063911318779,
0.016204290091991425,
... | ||
current Reality, explore Options or Obstacles, and commit to a Way Forward (actions). This model, widely used since the 1980s in corporate coaching[14], provides a practical roadmap for managers to lead coaching dialogues. For example, a manager might ask open-ended questions: "What goal are you aiming for? What is the... | https://www.leadershipiq.com/blogs/leadershipiq/leaders-as-a-coach-embracing-the-coaching-leadership-style | Leaders as a Coach: Embracing the Coaching Leadership Style | leadershipiq.com | unknown | false | 0.479 | 0.846 | ["management", "war_conflict"] | 461 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:19.255123 | [
-0.01591334491968155,
-0.004484856966882944,
-0.0018574635032564402,
0.006996750365942717,
0.016085000708699226,
0.040943969041109085,
0.02042701467871666,
0.0350181981921196,
0.03654542565345764,
-0.04742290452122688,
-0.028606992214918137,
0.0012862490257248282,
-0.04066978022456169,
0.0... | ||
to find solutions, rather than dictating answers. Such frameworks are rooted in adult learning theory and positive psychology, which suggest that people learn and stay motivated more when they have autonomy in problem-solving and feel supported by a mentor rather than micro-managed. • Psychological Foundations Coaching... | https://www.leadershipiq.com/blogs/leadershipiq/leaders-as-a-coach-embracing-the-coaching-leadership-style | Leaders as a Coach: Embracing the Coaching Leadership Style | leadershipiq.com | unknown | false | 0.654 | 0.84 | ["leadership", "motivation", "education", "networking"] | 512 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:19.255150 | [
0.04924193024635315,
0.06835531443357468,
-0.020333776250481606,
0.01743825152516365,
-0.0027253846637904644,
0.008940027095377445,
0.008307441137731075,
0.01882774755358696,
0.01670261286199093,
0.027305638417601585,
0.011737791821360588,
0.03490858152508736,
0.06247372552752495,
0.082115... | ||
) – key elements of Deci & Ryan's Self-Determination Theory – a coach-like leader taps into intrinsic motivation. The leader as coach fosters a growth mindset (Carol Dweck's concept), encouraging employees to view challenges as opportunities to learn. Neurological and behavioral research also support coaching behaviors... | https://www.leadershipiq.com/blogs/leadershipiq/leaders-as-a-coach-embracing-the-coaching-leadership-style | Leaders as a Coach: Embracing the Coaching Leadership Style | leadershipiq.com | unknown | false | 0.482 | 0.834 | ["leadership", "motivation", "crisis"] | 482 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:19.255178 | [
-0.02527887374162674,
0.026249919086694717,
-0.012845034711062908,
-0.02520814538002014,
-0.006235665641725063,
-0.0032691815868020058,
0.10666876286268234,
0.04221275821328163,
0.018475299701094627,
0.00818672776222229,
-0.05669067054986954,
0.04360031709074974,
0.006361446343362331,
0.04... | ||
ich may provoke compliance without commitment[3]. In organizational development, a coaching approach contributes to a learning culture, where continuous improvement and innovation thrive because employees feel safe to experiment and share ideas. In summary, the leader-as-coach concept is supported by a rich theoretical... | https://www.leadershipiq.com/blogs/leadershipiq/leaders-as-a-coach-embracing-the-coaching-leadership-style | Leaders as a Coach: Embracing the Coaching Leadership Style | leadershipiq.com | unknown | false | 0.514 | 0.824 | ["leadership", "innovation", "education"] | 475 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:19.255208 | [
-0.03314115107059479,
0.01899266615509987,
-0.02033720538020134,
0.03567210212349892,
0.024456975981593132,
0.007863951846957207,
-0.0068085333332419395,
-0.006655483040958643,
0.011322438716888428,
0.026948856189846992,
0.017625626176595688,
0.07188614457845688,
0.07158419489860535,
0.045... | ||
ring style grounded in proven leadership science. Leaders operating as coaches embody transformational and servant leader qualities, apply coaching frameworks like GROW, and leverage psychology to unlock their team's potential. Benefits of Coaching Leadership Style Leaders who adopt a coaching style can yield significa... | https://www.leadershipiq.com/blogs/leadershipiq/leaders-as-a-coach-embracing-the-coaching-leadership-style | Leaders as a Coach: Embracing the Coaching Leadership Style | leadershipiq.com | unknown | false | 0.469 | 0.842 | ["leadership", "management", "salary", "philosophy"] | 512 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:19.255227 | [
-0.0029665245674550533,
0.029039520770311356,
-0.017103232443332672,
-0.01967906765639782,
-0.011051173321902752,
0.005362536758184433,
-0.0545639805495739,
0.0076611400581896305,
0.04524918645620346,
-0.03387703374028206,
-0.055518362671136856,
0.08474055677652359,
0.05887681990861893,
-0... | ||
ere employees can grow, engage, and perform at a high level. Key advantages documented in research and practice include: Higher Employee Engagement and Motivation Coaching leaders empower team members with autonomy and personal development, which boosts engagement. Employees are more invested when they feel their boss ... | https://www.leadershipiq.com/blogs/leadershipiq/leaders-as-a-coach-embracing-the-coaching-leadership-style | Leaders as a Coach: Embracing the Coaching Leadership Style | leadershipiq.com | unknown | false | 0.523 | 0.852 | ["management", "leadership", "motivation", "philosophy"] | 512 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:19.255248 | [
-0.01427198015153408,
-0.015982937067747116,
0.024741319939494133,
0.009930629283189774,
0.04782063886523247,
0.027498403564095497,
0.06463814526796341,
0.07061774283647537,
0.038232021033763885,
-0.003867232706397772,
0.004459458868950605,
0.10036882758140564,
0.028303002938628197,
0.0116... | ||
ave coaches, not managers"), resulting in astonishing employee engagement scores of ~93%[15][16]. By treating employees as valued team players rather than cogs, a coaching style satisfies people's psychological needs and thus drives stronger commitment. One survey found that 66% of employees were disengaged at work, an... | https://www.leadershipiq.com/blogs/leadershipiq/leaders-as-a-coach-embracing-the-coaching-leadership-style | Leaders as a Coach: Embracing the Coaching Leadership Style | leadershipiq.com | unknown | false | 0.554 | 0.828 | ["management"] | 449 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:19.255327 | [
0.0003868852218147367,
0.03863534331321716,
-0.019011259078979492,
0.011975189670920372,
-0.014941833913326263,
0.00885496661067009,
0.05899359658360481,
0.0484393872320652,
0.04594794660806656,
-0.017203588038682938,
-0.018022969365119934,
0.06986866146326065,
0.0025001142639666796,
-0.01... | ||
approach is the key to flipping that around[17]. Engaged employees put more effort into their work and contribute beyond their job descriptions, fueling better performance. Improved Performance and Productivity A coaching leadership style has been linked to higher team performance. When leaders focus on developing peop... | https://www.leadershipiq.com/blogs/leadershipiq/leaders-as-a-coach-embracing-the-coaching-leadership-style | Leaders as a Coach: Embracing the Coaching Leadership Style | leadershipiq.com | unknown | false | 0.503 | 0.848 | ["leadership", "philosophy", "management", "education", "career"] | 511 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:19.255358 | [
0.0307130329310894,
0.05187421292066574,
-0.004215798806399107,
0.009906462393701077,
-0.03704750910401344,
-0.0038091358728706837,
0.011898179538547993,
0.0235440731048584,
0.0766495019197464,
-0.030858749523758888,
-0.03875131905078888,
0.135036900639534,
0.05173000320792198,
0.006161225... | ||
-like leaders) saw 20% higher performance in their teams[18]. Daniel Goleman's landmark research on leadership styles similarly found that the coaching style positively correlates with a healthy work climate and, in turn, improved financial results[19]. By giving regular feedback, aligning individual strengths with tas... | https://www.leadershipiq.com/blogs/leadershipiq/leaders-as-a-coach-embracing-the-coaching-leadership-style | Leaders as a Coach: Embracing the Coaching Leadership Style | leadershipiq.com | unknown | false | 0.585 | 0.814 | ["leadership", "management", "philosophy"] | 435 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:19.255383 | [
-0.011026578024029732,
0.05973866209387779,
0.0013188003795221448,
0.03140328824520111,
-0.03718794137239456,
0.0032420700881630182,
-0.003138759871944785,
-0.008709832094609737,
0.025249792262911797,
-0.016796665266156197,
-0.019468024373054504,
0.08305825293064117,
0.08886581659317017,
0... | ||
e employees to work smarter and more effectively. At IBM, after shifting to a coaching-based leadership model, leadership effectiveness ratings improved by 30%, indicating managers became significantly better at leading through influence rather than authority[20] – ultimately translating to more productive teams. Highe... | https://www.leadershipiq.com/blogs/leadershipiq/leaders-as-a-coach-embracing-the-coaching-leadership-style | Leaders as a Coach: Embracing the Coaching Leadership Style | leadershipiq.com | unknown | false | 0.619 | 0.828 | ["leadership", "management"] | 456 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:19.255417 | [
-0.020358175039291382,
0.005444448906928301,
0.033891599625349045,
-0.00030280722421593964,
0.04067600890994072,
0.03555193543434143,
0.003816494718194008,
0.0296642929315567,
0.04043852537870407,
-0.004974398761987686,
0.03884188085794449,
0.09442923963069916,
0.08996587991714478,
0.02225... | ||
they feel supported and valued by their leaders. A coaching leader builds trust and shows genuine interest in employees' long-term success, which increases loyalty[21]. Conversely, a dismissive "boss" can drive talent away. Companies that foster coaching cultures often see reduced turnover of high performers. For examp... | https://www.leadershipiq.com/blogs/leadershipiq/leaders-as-a-coach-embracing-the-coaching-leadership-style | Leaders as a Coach: Embracing the Coaching Leadership Style | leadershipiq.com | unknown | false | 0.455 | 0.826 | ["leadership", "philosophy"] | 455 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:19.255487 | [
-0.004689007066190243,
0.003294001566246152,
0.049142710864543915,
0.005979530978947878,
0.058328188955783844,
0.045180417597293854,
0.0365791991353035,
0.05567460507154465,
0.06134239584207535,
-0.06866834312677383,
0.005791061092168093,
0.09547211974859238,
0.07332412153482437,
-0.005234... | ||
ees rising by 18% (reducing costly turnover)[22]. Leaders who coach also create clear career development paths for their people, another factor that improves retention. University of Phoenix notes that a coaching style leads to "increased employee satisfaction and improved productivity with ripple effects that positive... | https://www.leadershipiq.com/blogs/leadershipiq/leaders-as-a-coach-embracing-the-coaching-leadership-style | Leaders as a Coach: Embracing the Coaching Leadership Style | leadershipiq.com | unknown | false | 0.626 | 0.852 | ["leadership", "management", "career", "education"] | 512 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:19.255535 | [
0.013671433553099632,
0.014528057537972927,
0.04212012514472008,
-0.018706293776631355,
0.06725207716226578,
-0.008279168047010899,
0.06999669224023819,
0.049686137586832047,
0.08869851380586624,
-0.04541053995490074,
0.009894571267068386,
0.08732970803976059,
0.030459465458989143,
-0.0544... | ||
) rather than someone who merely appraises or orders them around. Fostering Innovation and Creativity Coaching leadership helps cultivate a safe, growth-oriented culture where new ideas are encouraged. By listening to team members and encouraging them to find solutions, leader-coaches empower employees to experiment an... | https://www.leadershipiq.com/blogs/leadershipiq/leaders-as-a-coach-embracing-the-coaching-leadership-style | Leaders as a Coach: Embracing the Coaching Leadership Style | leadershipiq.com | unknown | false | 0.656 | 0.846 | ["leadership", "innovation", "management"] | 512 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:19.255553 | [
-0.0016757238190621138,
-0.03373493254184723,
0.01771351881325245,
0.0012071856763213873,
0.04818103089928627,
0.035059135407209396,
0.04256923496723175,
-0.04358686879277229,
0.035585667937994,
0.008915640413761139,
-0.047700706869363785,
0.0755980908870697,
0.035563066601753235,
-0.00515... | ||
l" culture – essentially instructing leaders to act more as coaches and learners than directive bosses[24]. This change broke down silos and fear of failure, contributing to Microsoft's resurgence in innovation (e.g. leaps in cloud computing and AI initiatives) and making it one of the world's most valuable companies[2... | https://www.leadershipiq.com/blogs/leadershipiq/leaders-as-a-coach-embracing-the-coaching-leadership-style | Leaders as a Coach: Embracing the Coaching Leadership Style | leadershipiq.com | unknown | false | 0.589 | 0.86 | ["innovation", "leadership", "education"] | 511 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:19.255573 | [
0.030877836048603058,
-0.028708884492516518,
0.04905150085687637,
0.019603494554758072,
0.12931537628173828,
0.039782773703336716,
0.06213631480932236,
-0.029857320711016655,
0.02396676130592823,
0.011414921842515469,
0.044453348964452744,
0.0746135413646698,
0.052760716527700424,
-0.03527... | ||
e willing to share bold ideas and pursue creative solutions. A coaching environment, with its positive feedback and focus on improvement, fuels continuous innovation. Positive Workplace Culture and Team Dynamics Leaders as coaches help build cultures of trust, collaboration, and continuous learning. By emphasizing open... | https://www.leadershipiq.com/blogs/leadershipiq/leaders-as-a-coach-embracing-the-coaching-leadership-style | Leaders as a Coach: Embracing the Coaching Leadership Style | leadershipiq.com | unknown | false | 0.662 | 0.826 | ["management", "communication", "innovation", "leadership", "ethics"] | 459 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:19.255593 | [
-0.033738862723112106,
0.03316289931535721,
-0.022528136149048805,
-0.013490180484950542,
0.0430741012096405,
0.032217565923929214,
0.006541082169860601,
0.005882069002836943,
0.09669946134090424,
-0.024972090497612953,
0.008615377359092236,
0.03741059452295303,
0.07858655601739883,
0.0301... | ||
s feel heard and understood, which boosts morale. Gallup data indicates that trust in leadership directly correlates with higher employee satisfaction and commitment[27] – something coaching leaders earn by being approachable mentors. Moreover, coaching leaders often encourage teamwork and mutual support (much like a s... | https://www.leadershipiq.com/blogs/leadershipiq/leaders-as-a-coach-embracing-the-coaching-leadership-style | Leaders as a Coach: Embracing the Coaching Leadership Style | leadershipiq.com | unknown | false | 0.527 | 0.822 | ["leadership", "management", "ethics"] | 411 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:19.255613 | [
-0.018843580037355423,
-0.04641279578208923,
-0.028784852474927902,
-0.021470066159963608,
0.03767446428537369,
-0.009339097887277603,
0.09051074087619781,
-0.00402838597074151,
0.06204525753855705,
-0.033427365124225616,
0.0026475440245121717,
0.042477600276470184,
0.08303701877593994,
0.... | ||
a cohesive team with a strong sense of belonging. In corporate settings that have embraced leader-coaches, employees often describe the culture as "empowering" and "like a family", rather than hierarchical. For example, at WD-40, employees refer to their organization as a "tribe" and credit the coaching-style leadershi... | https://www.leadershipiq.com/blogs/leadershipiq/leaders-as-a-coach-embracing-the-coaching-leadership-style | Leaders as a Coach: Embracing the Coaching Leadership Style | leadershipiq.com | unknown | false | 0.651 | 0.848 | ["leadership", "communication", "management", "war_conflict", "family"] | 511 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:19.255631 | [
0.005316137336194515,
0.020659947767853737,
-0.030999185517430305,
0.007808922789990902,
0.024095864966511726,
-0.025090020149946213,
0.01232859492301941,
-0.030072178691625595,
0.008063252083957195,
-0.03987875208258629,
0.024000482633709908,
0.03222182020545006,
0.07318992912769318,
0.03... | ||
ict – since issues are addressed through coaching conversations instead of blame or orders – thereby improving overall well-being and engagement. Cross-Domain Success (Sports and Education) The benefits of a coaching approach are evident not only in business but in other domains. In sports, leaders are literally coache... | https://www.leadershipiq.com/blogs/leadershipiq/leaders-as-a-coach-embracing-the-coaching-leadership-style | Leaders as a Coach: Embracing the Coaching Leadership Style | leadershipiq.com | unknown | false | 0.541 | 0.842 | ["leadership", "communication", "salary", "education"] | 496 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:19.255652 | [
-0.024321578443050385,
0.02561132237315178,
0.017582233995199203,
-0.08725765347480774,
0.06013831868767738,
0.031591255217790604,
0.037153974175453186,
0.06532175093889236,
0.11413110047578812,
0.039676982909440994,
-0.06407105922698975,
0.04986711964011192,
0.06491901725530624,
0.0101358... | ||
s' needs and motivating them accordingly[29][30]. Jackson treated each player uniquely – from letting Michael Jordan relax with golf to giving Dennis Rodman personal time off – which led to a cohesive, high-performing team and multiple championships[30]. This underscores how coaching maximizes human potential and team ... | https://www.leadershipiq.com/blogs/leadershipiq/leaders-as-a-coach-embracing-the-coaching-leadership-style | Leaders as a Coach: Embracing the Coaching Leadership Style | leadershipiq.com | unknown | false | 0.637 | 0.836 | ["management", "education", "philosophy"] | 487 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:19.255704 | [
0.003659164300188422,
0.04118733108043671,
-0.0609765499830246,
-0.030250880867242813,
0.022233258932828903,
0.04812470078468323,
0.06873223930597305,
0.0506717748939991,
0.059887707233428955,
0.040328145027160645,
-0.017692076042294502,
0.07940638065338135,
0.011958767659962177,
0.0430669... | ||
see greater student engagement and self-reliance. Students in such environments learn "how to learn," mirroring how employees under coach-leaders learn how to adapt and solve problems rather than just do as they're told. Across contexts, the principle holds: people coached to develop themselves tend to outperform those... | https://www.leadershipiq.com/blogs/leadershipiq/leaders-as-a-coach-embracing-the-coaching-leadership-style | Leaders as a Coach: Embracing the Coaching Leadership Style | leadershipiq.com | unknown | false | 0.677 | 0.838 | ["leadership", "management", "philosophy"] | 464 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:19.255729 | [
0.034554995596408844,
0.012282310053706169,
0.028792699798941612,
0.030879221856594086,
-0.046167366206645966,
-0.05539816617965698,
0.08291742950677872,
0.02962212823331356,
0.029254630208015442,
0.010493463836610317,
0.024111950770020485,
0.07833525538444519,
0.02470460906624794,
-0.0161... | ||
active and supportive dialogues with their teams. In the scenario above, the manager isn't commanding the discussion – instead, he's engaging the team with questions and encouraging input. Such coach-like communication builds trust and improves team performance.[1][23] In summary, a "leader as coach" style can transfor... | https://www.leadershipiq.com/blogs/leadershipiq/leaders-as-a-coach-embracing-the-coaching-leadership-style | Leaders as a Coach: Embracing the Coaching Leadership Style | leadershipiq.com | unknown | false | 0.504 | 0.832 | ["management", "philosophy", "leadership", "communication", "innovation"] | 479 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:19.255799 | [
0.017658503726124763,
0.024605700746178627,
0.015257067047059536,
0.009958403185009956,
-0.021514445543289185,
-0.01091539766639471,
0.06434721499681473,
0.019808929413557053,
0.046731069684028625,
-0.016399720683693886,
-0.06581307202577591,
0.0633230209350586,
0.03863687440752983,
0.0148... | ||
– all critical ingredients for long-term success. Companies with coaching cultures frequently report not just happier employees, but also tangible business outcomes like higher growth, customer satisfaction, and agility in adapting to change[19][22]. The payoff of developing leaders into coaches is a win-win: employees... | https://www.leadershipiq.com/blogs/leadershipiq/leaders-as-a-coach-embracing-the-coaching-leadership-style | Leaders as a Coach: Embracing the Coaching Leadership Style | leadershipiq.com | unknown | false | 0.489 | 0.84 | ["leadership", "salary"] | 511 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:19.255817 | [
-0.001685721450485289,
0.012287203222513199,
0.02036418952047825,
-0.0020075608044862747,
0.00566484360024333,
0.023487761616706848,
-0.03817473724484444,
-0.008576487191021442,
0.01619148813188076,
-0.07116324454545975,
0.009681143797934055,
0.10585764795541763,
0.07462412118911743,
-0.00... | ||
ges in mindset, skillset, and everyday practices. Leaders aren't automatically great coaches – they become great coaches through training, self-awareness, and practice. Below are practical guidelines and steps for leaders to transition into a coach role: Adopt the Coaching Mindset The shift begins with mindset. Leaders... | https://www.leadershipiq.com/blogs/leadershipiq/leaders-as-a-coach-embracing-the-coaching-leadership-style | Leaders as a Coach: Embracing the Coaching Leadership Style | leadershipiq.com | unknown | false | 0.516 | 0.826 | ["leadership", "war_conflict"] | 421 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:19.255836 | [
0.026151273399591446,
0.03548351302742958,
-0.014947804622352123,
-0.007545198779553175,
0.020490409806370735,
-0.006892618723213673,
0.03511056676506996,
0.06342896074056625,
0.0029519209638237953,
-0.018103525042533875,
-0.020856885239481926,
0.06987269222736359,
0.024889593943953514,
0.... | ||
e answers, but as facilitators of others' growth. This involves humility and curiosity – believing that your job is to unlock your team's potential rather than micromanage. Satya Nadella famously urged leaders to be "learn-it-alls" instead of know-it-alls[31][32]. Embracing a growth mindset means valuing questions over... | https://www.leadershipiq.com/blogs/leadershipiq/leaders-as-a-coach-embracing-the-coaching-leadership-style | Leaders as a Coach: Embracing the Coaching Leadership Style | leadershipiq.com | unknown | false | 0.493 | 0.858 | ["leadership", "management", "career"] | 512 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:19.255855 | [
0.06457393616437912,
0.055519018322229385,
-0.006690280511975288,
0.0012573882704600692,
0.024068471044301987,
-0.0061513460241258144,
0.0863233432173729,
0.016104940325021744,
0.018665364012122154,
0.05376844480633736,
-0.04657633975148201,
0.04129838943481445,
-0.011174816638231277,
0.00... | ||
", a coach-minded leader thinks "How can I help this person figure out the best way to do the project and learn from it?" This attitude change lays the foundation for all other coaching behaviors. Develop Coaching Skills through Training Just as any professional skill, coaching can be learned and refined. Many organiza... | https://www.leadershipiq.com/blogs/leadershipiq/leaders-as-a-coach-embracing-the-coaching-leadership-style | Leaders as a Coach: Embracing the Coaching Leadership Style | leadershipiq.com | unknown | false | 0.511 | 0.854 | ["leadership", "career", "education"] | 512 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:19.255875 | [
-0.0038189133629202843,
-0.0047445474192500114,
-0.006517309695482254,
-0.00811134371906519,
0.01548336073756218,
0.03590036928653717,
0.05703185126185417,
0.06392218917608261,
-0.014515924267470837,
0.0176223237067461,
-0.06821735203266144,
0.09543214738368988,
0.04458929970860481,
0.0459... | ||
niversity, Harvard, CCL, etc.) teach core coaching competencies: active listening, powerful questioning, giving feedback, and building trust. Leaders should seek out workshops or courses on coaching techniques – or work with an executive coach to improve their style. Training often includes role-playing coaching conver... | https://www.leadershipiq.com/blogs/leadershipiq/leaders-as-a-coach-embracing-the-coaching-leadership-style | Leaders as a Coach: Embracing the Coaching Leadership Style | leadershipiq.com | unknown | false | 0.551 | 0.836 | ["leadership", "management", "education"] | 512 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:19.255894 | [
-0.009821782819926739,
-0.07030923664569855,
-0.0064260754734277725,
-0.012898405082523823,
-0.008708407171070576,
0.029524782672524452,
-0.0029746408108621836,
0.014673433266580105,
0.005028901621699333,
-0.01488489843904972,
-0.022800907492637634,
0.07036200165748596,
0.015538952313363552,... | ||
anagers in active listening, constructive feedback, and growth mindset principles[35][36]. With practice, leaders learn to listen more and advise less, to ask open-ended questions, and to guide problem-solving rather than dictating it. Tip: Start incorporating coaching techniques in low-stakes situations (like routine ... | https://www.leadershipiq.com/blogs/leadershipiq/leaders-as-a-coach-embracing-the-coaching-leadership-style | Leaders as a Coach: Embracing the Coaching Leadership Style | leadershipiq.com | unknown | false | 0.516 | 0.826 | ["leadership", "communication"] | 469 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:19.255913 | [
0.06997984647750854,
-0.018633397296071053,
0.014748097397387028,
-0.010238215327262878,
-0.04962541535496712,
-0.0060577839612960815,
0.1341983526945114,
0.02179303579032421,
-0.021125635132193565,
0.001163087785243988,
-0.045416828244924545,
-0.0058366297744214535,
0.010351572185754776,
... | ||
g leaders excel at communication that is two-way. Active listening is critical – this means giving your full attention, withholding immediate judgment or solutions, and truly hearing what an employee is saying (and what they may be feeling). Practice listening more than you talk. Encourage employees to voice their goal... | https://www.leadershipiq.com/blogs/leadershipiq/leaders-as-a-coach-embracing-the-coaching-leadership-style | Leaders as a Coach: Embracing the Coaching Leadership Style | leadershipiq.com | unknown | false | 0.456 | 0.854 | ["leadership", "communication", "decision_making", "crisis"] | 512 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:19.255932 | [
0.03919411450624466,
0.015455303713679314,
0.05064121633768082,
-0.010598188266158104,
0.0014811709988862276,
-0.024746686220169067,
0.08722122013568878,
-0.05031436309218407,
-0.06094453111290932,
-0.05499790608882904,
-0.0830969586968422,
-0.000023876522391219623,
-0.10007866472005844,
-... | ||
ack?" (which yields a yes/no), ask "What obstacles are you facing in reaching your goal?" and listen deeply to the response[37][38]. Show empathy by acknowledging their perspective ("I understand that deadline is stressful") and respond with guidance, not just instructions. University of Phoenix identifies effective co... | https://www.leadershipiq.com/blogs/leadershipiq/leaders-as-a-coach-embracing-the-coaching-leadership-style | Leaders as a Coach: Embracing the Coaching Leadership Style | leadershipiq.com | unknown | false | 0.638 | 0.832 | ["leadership", "communication", "management", "education"] | 473 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:19.255951 | [
0.0029882106464356184,
0.006959191057831049,
-0.013993343338370323,
-0.001585774589329958,
0.013995334506034851,
-0.04510190710425377,
0.03593232482671738,
-0.01929236575961113,
0.016765734180808067,
-0.07074692845344543,
-0.05617620795965195,
0.01812618412077427,
-0.02962399646639824,
0.0... | ||
tive listening and constructive dialogue[39][40]. Leaders can improve these skills by practicing techniques like summarizing what they heard and asking, "Did I get that right?"[41]. This level of understanding builds trust and opens the door for honest, solution-focused discussions. Prioritize Feedback and Continuous D... | https://www.leadershipiq.com/blogs/leadershipiq/leaders-as-a-coach-embracing-the-coaching-leadership-style | Leaders as a Coach: Embracing the Coaching Leadership Style | leadershipiq.com | unknown | false | 0.459 | 0.82 | ["leadership"] | 433 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:19.256012 | [
-0.008215125650167465,
-0.0030799461528658867,
-0.005887683480978012,
0.0018529631197452545,
-0.02946753054857254,
-0.04453781619668007,
0.10012206435203552,
-0.005972905550152063,
0.011735075153410435,
-0.03103487566113472,
-0.1002994105219841,
0.036401133984327316,
0.023065993562340736,
... | ||
rcise but a regular, growth-focused conversation. "Somebody who never tells you what you're doing right or wrong isn't much of a coach at all," notes Atlassian[42]. Leaders as coaches should provide frequent, specific, and constructive feedback to help team members improve[43]. Make feedback a two-way street: not only ... | https://www.leadershipiq.com/blogs/leadershipiq/leaders-as-a-coach-embracing-the-coaching-leadership-style | Leaders as a Coach: Embracing the Coaching Leadership Style | leadershipiq.com | unknown | false | 0.532 | 0.83 | ["leadership", "management"] | 417 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:19.256044 | [
0.02150842547416687,
0.03385402634739876,
-0.014736387878656387,
0.013195553794503212,
-0.05869917944073677,
0.0023481231182813644,
-0.00008801476360531524,
0.04501223564147949,
-0.03035520762205124,
-0.019583886489272118,
-0.07271232455968857,
0.02393639273941517,
0.05383160710334778,
0.0... | ||
to give you feedback on your leadership as well. Key is to balance constructive critique with encouragement – the goal is to build skills and confidence simultaneously. For example, a coaching leader might hold monthly one-on-ones focused purely on development: discussing what the employee has accomplished, areas to gr... | https://www.leadershipiq.com/blogs/leadershipiq/leaders-as-a-coach-embracing-the-coaching-leadership-style | Leaders as a Coach: Embracing the Coaching Leadership Style | leadershipiq.com | unknown | false | 0.461 | 0.834 | ["leadership"] | 444 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:19.256066 | [
-0.017846008762717247,
0.0618034303188324,
0.00009928041981766,
0.019880378618836403,
-0.005252435337752104,
0.020475439727306366,
0.011178999207913876,
0.0216763187199831,
0.05192578211426735,
-0.0319155715405941,
-0.06267229467630386,
0.0017034810734912753,
0.051875706762075424,
-0.02821... | ||
t as opportunities to learn rather than failures. And always tie feedback to the person's individual goals ("You mentioned wanting to lead projects – here's an area in project management we can build on."). By making feedback regular and supportive, employees come to trust that their leader is invested in their success... | https://www.leadershipiq.com/blogs/leadershipiq/leaders-as-a-coach-embracing-the-coaching-leadership-style | Leaders as a Coach: Embracing the Coaching Leadership Style | leadershipiq.com | unknown | false | 0.618 | 0.864 | ["leadership", "management", "education"] | 512 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:19.256086 | [
0.003664199495688081,
0.04724804311990738,
-0.0332244411110878,
0.04015744477510452,
-0.01442674919962883,
-0.004033345729112625,
0.04688871651887894,
0.04543793201446533,
0.02807116135954857,
-0.019827626645565033,
-0.03361435607075691,
0.047512833029031754,
0.03687521815299988,
-0.002008... | ||
– ask what went well and what could be done differently, creating a habit of learning. Coach by Asking, Not Telling A fundamental technique of coaching is using questions to guide someone to their own insights. Leaders should practice the art of inquiry over instruction. Instead of immediately giving an answer or solut... | https://www.leadershipiq.com/blogs/leadershipiq/leaders-as-a-coach-embracing-the-coaching-leadership-style | Leaders as a Coach: Embracing the Coaching Leadership Style | leadershipiq.com | unknown | false | 0.489 | 0.868 | ["leadership", "management", "education"] | 511 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:19.256105 | [
0.042396582663059235,
0.07800456136465073,
0.05038761720061302,
0.0005603087483905256,
-0.04453615844249725,
0.03645137697458267,
0.0352776013314724,
0.04635462537407875,
-0.04220610111951828,
-0.015723709017038345,
-0.02381874993443489,
0.0814407467842102,
-0.013493286445736885,
0.0177035... | ||
t ask: "What have you considered doing about this?" or "What outcome would success look like?" – nudging them to formulate answers. This doesn't mean never giving advice, but it means first empowering the employee to develop their thinking. Ibarra & Scoular emphasized that modern coaching is about sparking insight in t... | https://www.leadershipiq.com/blogs/leadershipiq/leaders-as-a-coach-embracing-the-coaching-leadership-style | Leaders as a Coach: Embracing the Coaching Leadership Style | leadershipiq.com | unknown | false | 0.518 | 0.832 | ["leadership", "philosophy"] | 426 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:19.256123 | [
-0.029285747557878494,
0.08998831361532211,
0.008483903482556343,
0.01792999543249607,
-0.02126098796725273,
0.023743940517306328,
0.0748748853802681,
0.06271359324455261,
-0.04763301834464073,
-0.04598567262291908,
-0.020899424329400063,
0.029339469969272614,
-0.014056161046028137,
0.0297... | ||
o demonstrate trust in their people's capability. Open-ended questions (how, what, why) are especially powerful; one study found they empower people to respond more honestly and creatively[45][38]. Ensure your questions are not leading or loaded – they should encourage reflection. Over time, this question-centered appr... | https://www.leadershipiq.com/blogs/leadershipiq/leaders-as-a-coach-embracing-the-coaching-leadership-style | Leaders as a Coach: Embracing the Coaching Leadership Style | leadershipiq.com | unknown | false | 0.514 | 0.824 | ["leadership", "management", "innovation", "agents", "education"] | 433 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:19.256187 | [
-0.0002574424725025892,
0.06675014644861221,
0.008918638341128826,
0.014498455449938774,
0.0438355915248394,
0.021608857437968254,
0.0505373515188694,
0.09547672420740128,
0.012362167239189148,
0.006429125554859638,
-0.0658433586359024,
0.026487521827220917,
0.005338836461305618,
0.0036124... | ||
d, which is exactly what a leader-coach aims for. Support Autonomy and Decision-Making Coaching leaders delegate appropriately and let team members take ownership of their work. Avoid the trap of micromanaging (which stifles learning and implies a lack of trust). Instead, give people ownership of tasks and projects, wi... | https://www.leadershipiq.com/blogs/leadershipiq/leaders-as-a-coach-embracing-the-coaching-leadership-style | Leaders as a Coach: Embracing the Coaching Leadership Style | leadershipiq.com | unknown | false | 0.55 | 0.872 | ["leadership", "management", "decision_making", "education"] | 512 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:19.256223 | [
-0.013061094097793102,
0.02104543149471283,
0.0037033995613455772,
-0.039468999952077866,
-0.002783120609819889,
0.0005285923252813518,
0.10269404947757721,
0.032855257391929626,
0.03088282234966755,
0.04932863637804985,
-0.03196551650762558,
0.02616460993885994,
0.06129813194274902,
0.053... | ||
lear goals and then coach from the sidelines as needed." Google's Project Oxygen found that one of the top behaviors of effective managers (alongside being a good coach) was that they "empower the team and do not micromanage."[46]. In practice, when an employee is working on a project, a leader-coach might say: "I'm he... | https://www.leadershipiq.com/blogs/leadershipiq/leaders-as-a-coach-embracing-the-coaching-leadership-style | Leaders as a Coach: Embracing the Coaching Leadership Style | leadershipiq.com | unknown | false | 0.485 | 0.87 | ["management", "leadership", "decision_making"] | 499 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:19.256252 | [
-0.0010466176318004727,
0.02980969287455082,
0.04722364619374275,
0.01762302778661251,
0.014951431192457676,
-0.0536152720451355,
0.04844812676310539,
0.016176093369722366,
-0.023290768265724182,
-0.04260554164648056,
-0.003446421818807721,
0.04335157945752144,
-0.015166867524385452,
0.046... | ||
t the employee make key decisions where possible. This builds their confidence and skills. If mistakes happen, treat them as learning moments rather than reasons to seize back control. Over time, your team will become more self-sufficient, which frees you as a leader to focus on higher-level coaching and strategy. Buil... | https://www.leadershipiq.com/blogs/leadershipiq/leaders-as-a-coach-embracing-the-coaching-leadership-style | Leaders as a Coach: Embracing the Coaching Leadership Style | leadershipiq.com | unknown | false | 0.652 | 0.84 | ["leadership", "strategy", "management", "decision_making", "education"] | 463 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:19.256287 | [
0.0253861453384161,
0.05023690685629845,
0.020559808239340782,
0.05022415146231651,
-0.0073623619973659515,
0.03476668894290924,
0.03290986642241478,
0.016605593264102936,
0.04323950409889221,
0.00007399350579362363,
0.0015953711699694395,
0.06425070017576218,
0.029041403904557228,
-0.0358... | ||
Q) – understanding your own and others' emotions. High EQ helps a leader tune into an employee's motivations, fears, and values, allowing more personalized coaching. Leaders can boost EQ by soliciting feedback about their impact, practicing self-awareness (e.g. noting "I feel frustrated" in a tense moment to manage it)... | https://www.leadershipiq.com/blogs/leadershipiq/leaders-as-a-coach-embracing-the-coaching-leadership-style | Leaders as a Coach: Embracing the Coaching Leadership Style | leadershipiq.com | unknown | false | 0.624 | 0.844 | ["leadership", "management", "motivation", "ethics", "war_conflict"] | 469 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:19.256311 | [
0.010076424106955528,
0.06313559412956238,
0.03984527289867401,
-0.03934129327535629,
0.00637795589864254,
0.0467999093234539,
0.07335793972015381,
0.01872776262462139,
0.046945180743932724,
-0.005934913642704487,
-0.02311786077916622,
0.0134518351405859,
-0.016574442386627197,
0.006759370... | ||
lf in your employee's shoes to better guide them. Additionally, maintain confidentiality and reliability; if a team member shares aspirations or admits a weakness, handle it with care and support. As trust builds, employees will open up more, enabling deeper coaching conversations about not just technical work, but car... | https://www.leadershipiq.com/blogs/leadershipiq/leaders-as-a-coach-embracing-the-coaching-leadership-style | Leaders as a Coach: Embracing the Coaching Leadership Style | leadershipiq.com | unknown | false | 0.608 | 0.846 | ["management", "career"] | 471 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:19.256332 | [
-0.020698808133602142,
-0.03727859631180763,
-0.024012714624404907,
-0.04233011230826378,
0.05719642713665962,
0.01252108532935381,
0.034718602895736694,
0.008762741461396217,
-0.010493632405996323,
-0.05438637733459473,
0.05543114244937897,
0.07341869175434113,
0.038891714066267014,
0.022... | ||
your advice on growth beyond their current role. A leader-coach should welcome that and provide encouragement (for example, recommending courses, books, or connecting them with other mentors). Remember that trust is the currency of coaching – without it, advice will fall on deaf ears. Thus, always keep your team's best... | https://www.leadershipiq.com/blogs/leadershipiq/leaders-as-a-coach-embracing-the-coaching-leadership-style | Leaders as a Coach: Embracing the Coaching Leadership Style | leadershipiq.com | unknown | false | 0.548 | 0.852 | ["leadership", "management", "ethics", "philosophy"] | 511 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:19.256351 | [
0.0020429659634828568,
0.009961184114217758,
-0.025009354576468468,
-0.026947347447276115,
-0.057399630546569824,
0.003908202983438969,
-0.0017794768791645765,
0.04693251848220825,
-0.01350252702832222,
-0.028281599283218384,
-0.0034158823546022177,
0.06727045774459839,
0.08478406816720963,
... | ||
coaching style, many organizations put formal structures in place. Leaders can adopt some of these practices individually as well. For instance, establish regular one-on-one coaching sessions (weekly or bi-weekly) with each direct report focused on development (separate from status updates). Use tools like individual d... | https://www.leadershipiq.com/blogs/leadershipiq/leaders-as-a-coach-embracing-the-coaching-leadership-style | Leaders as a Coach: Embracing the Coaching Leadership Style | leadershipiq.com | unknown | false | 0.497 | 0.848 | ["leadership", "management", "philosophy"] | 511 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:19.256370 | [
-0.038638319820165634,
0.04747670516371727,
-0.004082669969648123,
0.001590376952663064,
-0.0010044599184766412,
-0.023692091926932335,
-0.023477254435420036,
0.008160405792295933,
0.01918805204331875,
0.0013478975743055344,
-0.008124947547912598,
0.05540827289223671,
0.028758473694324493,
... | ||
ach other – this spreads the coaching culture and takes pressure off managers for all coaching. Some companies create internal coach networks or "coach of the month" initiatives. As a leader, you can also use coaching models/frameworks in team meetings: e.g., run a GROW model exercise when brainstorming solutions to a ... | https://www.leadershipiq.com/blogs/leadershipiq/leaders-as-a-coach-embracing-the-coaching-leadership-style | Leaders as a Coach: Embracing the Coaching Leadership Style | leadershipiq.com | unknown | false | 0.657 | 0.832 | ["management", "leadership", "crisis", "networking", "war_conflict"] | 431 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:19.256393 | [
-0.022290537133812904,
-0.055070165544748306,
-0.03480898588895798,
0.002667613560333848,
0.015449046157300472,
0.011813199147582054,
-0.022966178134083748,
0.017870871350169182,
0.11015460640192032,
0.009518638253211975,
-0.004825445357710123,
0.006948822643607855,
0.051983918994665146,
0... | ||
sm is to recognize and reward coaching behaviors. Celebrate managers or team leads who exemplify great coaching (perhaps through shout-outs or awards), signaling that coaching is valued. Leaders should also seek feedback on their coaching effectiveness – for example, via 360-degree surveys asking employees if their man... | https://www.leadershipiq.com/blogs/leadershipiq/leaders-as-a-coach-embracing-the-coaching-leadership-style | Leaders as a Coach: Embracing the Coaching Leadership Style | leadershipiq.com | unknown | false | 0.466 | 0.842 | ["management", "war_conflict", "leadership"] | 470 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:19.256417 | [
-0.028706371784210205,
0.022074544802308083,
-0.000103987411421258,
0.04344653710722923,
0.046981293708086014,
0.0663917139172554,
0.02827220782637596,
-0.01562638208270073,
0.07354331761598587,
0.01239903923124075,
0.008652647957205772,
0.02995077706873417,
0.041420359164476395,
-0.018707... | ||
be you discover you need to listen better, etc.). Finally, consider leveraging tools: some organizations use digital coaching platforms or AI assistants (like IBM using an AI "Watson Coaching Assistant" for managers[48]) to support leaders with coaching tips and track progress. While tools aren't mandatory, they show t... | https://www.leadershipiq.com/blogs/leadershipiq/leaders-as-a-coach-embracing-the-coaching-leadership-style | Leaders as a Coach: Embracing the Coaching Leadership Style | leadershipiq.com | unknown | false | 0.543 | 0.834 | ["leadership", "management", "philosophy"] | 439 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:19.256443 | [
-0.01217995397746563,
-0.06620743870735168,
0.01635473407804966,
0.010021083056926727,
-0.0007280718418769538,
0.006029509007930756,
0.022558027878403664,
-0.003131339093670249,
0.012786973267793655,
-0.0881778821349144,
-0.06043950840830803,
0.00683592539280653,
0.033050697296857834,
0.03... |
Subsets and Splits
No community queries yet
The top public SQL queries from the community will appear here once available.