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EFFECT OF COACHING ON EMPLOYEE
PERFORMANCE IN COMMERCIAL BANKS: A CASE OF
STANDARD CHARTERED BANK KENYA LIMITED
BY
CATHERINE WAMBUI MURIITHI
UNITED STATES INTERNATIONAL UNIVERSITY-
AFRICA
SUMMER, 2016
ii
EFFECT OF COACHING ON EMPLOYEE PERFORMANCE IN
COMMERCIAL BANKS: A CASE OF STANDARD CHARTERED BANK
KENYA LIMITED
BY
CATHERINE MURIITHI
Project Report Submitted to the Chandaria School of Business in Partial
Fulfillment of the Requirement for the Degree of Masters of Business
Administration (MBA)
UNITED STATES INTERNATIONAL UNIVERSITY AFRICA
SUMMER, 2016
iii
STUDENT’S DECLARATION
I’m the undersigned, I declare that this is my original work and has not been submitted to
any other college, institution or university other than the United States International
University Africa in Nairobi for academic credit.
Student’s name:
Signed: ________________________ Date: _____________________
Catherine Wambui Muriithi (645319)
This project has been presented for examination with my approval as the appointed
supervisor.
Signed: ________________________ Date: _____________________
Stephen M. Nyambegera, PhD
Signed: _______________________ Date: ____________________
Dean, Chandaria School of Business
iv
COPY RIGHT
Copyright © 2016 CATHERINE W. MURIITHI. All texts, graphics or other works are
copyrighted works of CATHERINE W. MURIITHI. The Author reserves all the rights.
No part of this research this report that should be recorded, reproduced or transmitted by
any mean with authorized permission from the author or United States International
University.
v
DEDICATION
This work is dedicated to my family for the role they have played in shaping my life as it
is today. Their impact in my life has made it possible for me to believe that we should
never give up in life.
vi
ABSTRACT
This study sought to look into the relationship existing between coaching and employee
performance among frontline employees and Line managers in Standard Chartered Bank.
This study sought to understand specifically how coaching builds staff performance, and
what areas need to be looked at so as to address any concerns the coaches may have on
the process. The study was guided by the following objectives; to establish the effect of
frequent provision of feedback on employee performance at Standard Chartered Bank; to
evaluate the effect of a structured coaching plan on employee performance at Standard
Chartered Bank and to determine the effect of the coaching environment on employee
performance at Standard Chartered Bank.
The study employed a descriptive survey design, systematic random sampling was used
to obtain a sample of 140 respondents from a population of 200 frontline sales staff. To
select informative and useful information for the study among the interviewed line
managers, purposive sampling was used. Questionnaires were the main data collection
instruments used. The completed questionnaires were then edited to ensure is consistency
and completeness. The quantitative data that was already collected was analysed using
descriptive statistics by the help of SPSS (Version 20). The analyzed data was then
presented in form of frequencies, percentages, means and standard deviation. Bar and pie
charts, graphs and prose means were used to display the information. Multiple regression
analysis and correlation analysis were further employed in the study.
The study established that frequent provision of feedback influenced employee
performance at Standard Chartered Bank to a greater extent. The study further established
that to a greater extent, structured coaching plan influenced employee performance. A
coaching environment was found to influence employee performance to a great extent.
The study findings revealed that frequent provision of feedback; structured coaching plan
and coaching environment were all significant factors and positively influenced
employee’s performance of standard chartered bank. This study concludes that a coaching
environment enhances morale, motivates and helps in improving productivity.
The study therefore concluded that without an effective feedback provision network,
structured coaching plan and conducive coaching environment organizations won’t
achieve their coaching programme goals as expected. When coaching is used in an
vii
organization, it is important for the participants to learn that feedback is a powerful tool
that can be used to increase customer satisfaction, cultivate high trust working
relationships, improve employee performance and to cultivate both personal and
professional relationships. This study also concluded that a structured coaching plan
promotes more open communication, is transparent, and builds trust and mutual respect.
This study therefore recommended that the bank management should ensure that a well-
planned and strategic coaching program is in place and the coaching is done and
implemented effectively. The management should also ensure that coaching program is
exposed to all employees. A feedback mechanism should be established at the start of any
mentoring or coaching programme. The purpose of the coaching session should be well
explained to the employee by the coach so that the employee has realistic expectations.
viii
ACKNOWLEDGEMENT
I would like to thank all who assisted me in the course of my studies. I acknowledge my
supervisors for their guidance and positive criticism. I also thank the lecturers of the
Chandaria School of Business, for their contribution to my research project.
Above all, I am thankful to God for having given me the strength and grace to pursue my
further studies.
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TABLE OF CONTENTS
STUDENT’S DECLARATION ...................................................................................... iii
COPY RIGHT ................................................................................................................... iv
DEDICATION.................................................................................................................... v
ABSTRACT ....................................................................................................................... vi
ACKNOWLEDGEMENT ............................................................................................. viii
LIST OF TABLES ............................................................................................................ xi
LIST OF FIGURES ......................................................................................................... xii
LIST OF ABBREVIATIONS ....................................................................................... xiii
CHAPTER ONE ................................................................................................................ 1
1.0 INTRODUCTION........................................................................................................ 1
1.1 Background of the Study ............................................................................................ 1
1.2 Statement of the Problem ........................................................................................... 5
1.3 Purpose of the Study .................................................................................................. 6
1.4 Research Objectives ................................................................................................... 6
1.5 Significance of the Study ........................................................................................... 7
1.6 Scope of the Study...................................................................................................... 7
1.7 Definition of Terms .................................................................................................... 8
1.8 Chapter Summary ....................................................................................................... 8
CHAPTER TWO ............................................................................................................... 9
2.0 LITERATURE REVIEW ........................................................................................... 9
2.1 Introduction ................................................................................................................ 9
2.2 Feedback Provision .................................................................................................... 9
2.3 Structured Coaching Plan ......................................................................................... 13
2.4 Coaching Environment ............................................................................................. 18
2.5 Summary and Research Gap .................................................................................... 22
CHAPTER THREE ......................................................................................................... 24
3.0 RESEARCH METHODOLOGY ............................................................................. 24
3.1 Introduction .............................................................................................................. 24
3.2 Research Design ....................................................................................................... 24
3.3 Population and Sampling Design ............................................................................. 25
3.4 Data Collection Methods .......................................................................................... 26
3.5 Pilot Test ................................................................................................................. 26
3.6 Research Procedures ................................................................................................ 27
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3.7 Data Analysis Methods ............................................................................................ 27
3.8 Chapter Summary ..................................................................................................... 28
CHAPTER FOUR ............................................................................................................ 30
4.0 DATA ANALYSIS AND INTERPRETATION ...................................................... 30
4.1 Introduction .............................................................................................................. 30
4.2 Demographic Information ........................................................................................ 31
4.3 Provision of Feedback .............................................................................................. 34
4.4 Structured Coaching Plan ......................................................................................... 36
4.5 Coaching Environment ............................................................................................. 38
4.6 Performance ............................................................................................................. 41
4.7 Correlation Analysis ................................................................................................. 42
4.8 Overall Regression Model ........................................................................................ 43
4.9 Chapter Summary ..................................................................................................... 44
CHAPTER FIVE ............................................................................................................. 46
5.0 DISCUSSION, CONCLUSION AND RECOMMENDATIONS .......................... 46
5.1 Introduction .............................................................................................................. 46
5.2 Summary .................................................................................................................. 46
5.3 Discussions ............................................................................................................... 47
5.4 Conclusion ................................................................................................................ 52
5.5 Recommendations .................................................................................................... 53
REFERENCES ................................................................................................................. 56
APPENDICES .................................................................................................................. 63
Appendix I: Letter Of Introduction ................................................................................ 63
Appendix II: Questionnaire ............................................................................................ 64
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LIST OF TABLES
Table 3.1 Target Population ……………………………………………………….…….26
Table 3.2 Sample Size……………………….…………………………………………...27
Table 4.1 Response Rate .............................................................................................. …..30
Table 4.2 Reliability Coefficients ...................................................................................... 30
Table 4.3 Role of Coaching ............................................................................................... 33
Table 4.4 Provision of Feedback ....................................................................................... 34
Table 4.5: Model Analysis for Feedback Provision........................................................... 35
Table 4.6: ANOVA of Feedback Provision ....................................................................... 35
Table 4.7: Coefficient of feedback provision .................................................................... 36
Table 4.8 Structured Coaching Plan .................................................................................. 36
Table 4.9: Model Summary of Structured Coaching Plan ................................................. 37
Table 4.10: ANOVA of Structured Coaching Plan ........................................................... 37
Table 4.11: Coefficient of Structured Coaching Plan ........................................................ 38
Table 4.12: Coaching Environment ................................................................................... 38
Table 4.13: Model summary for Coaching Environment .................................................. 39
Table 4.14: ANOVA for Coaching Environment .............................................................. 39
Table 4.15: Coefficient for Coaching Environment .......................................................... 40
Table 4.16: Performance .................................................................................................... 41
Table 4.17: Correlations Coefficient.................................................................................. 42
Table 4.18: Model Summary ............................................................................................. 43
Table 4.19: ANOVA .......................................................................................................... 43
Table 4.20: Table of Coefficients ...................................................................................... 44
xii
LIST OF FIGURES
Figure 4.1 Duration Worked .............................................................................................. 31
Figure 4.2 Coaching Sessions Attended ............................................................................ 31
Figure 4.3 Duration Worked Current Position ................................................................... 32
Figure 4.4 Level of Education ........................................................................................... 32
xiii
LIST OF ABBREVIATIONS
CEMS: Customer Experience Management System
GROW: Goal Reality Options What Next
ICF: International Coaching Federation
LM: Line Manager
NBC: Needs Based Conversation
PM: Portfolio Manager
RM: Relationship Manager
1
CHAPTER ONE
1.0 INTRODUCTION
1.1 Background of the Study
Every organization’s ultimate goal is to achieve its strategic objectives. Making profits is one
of the strategic objectives for many organizations. Employee performance is an important
building block of an organization that lays the foundation for high performance. It enables
the organization goals to be consistently achieved in both an efficient and effective way
(Anderson, 2012). There are different factors that influence the performance of employees in
an organization. These include: Personal characteristics of the employee including prior
experience, confidence, heredity, ability and their personality, standards set by the line
managers, motivation to perform, frequency of evaluation, team work and product
knowledge (Bacal, 2011).
To enhance employees high performance, employers should come up with measures that can
help their employees work and think individually while meeting their responsibilities in an
innovative way, while at the same time understanding and foreseeing their industry’s market
and business situation (Gadot, 2012). Consequently the question of how an employee can
work in both an efficient and effective manner to maximize a firm growth and productivity
arises. An effective coaching program can be of an immense assistance to help increase
productivity and engagement of staff in an organization. Gadot (2012) points out that the
relationship existing between performance and leadership is both indirect and direct, this is
why it is important for employers to develop their members of staff by use of development
programs. Jarvis (2014) explains that different factors are responsible for increased use of
coaching by different organizations today. Many organisations work under time pressure and
dealing with change is nowadays an everyday challenge. An employee ability to learn and
also adapt has become an important skill in today’s organization. Therefore coaching is used
in today’s workplace to help employees regulate workplace changes.
Further, the organisations are more flat, there are broader management roles and lower job
security which also have been contributing factors to the growth of coaching. This in turn
2
means that newly skilled individuals want more responsibilities and performance and
coaching can hence support these individuals in achieving these changes. It is also a focus on
lifelong learning and learning throughout one’s life time is becoming increasingly vital in
today’s society (Jowett, 2012). Coaching supports many learning steps which leads to more
employees to learn compared to traditional learning methods. Organizations can have
different and diverse development needs and small firms have a disadvantage since very few
employees have specific skills to meet such development needs. Coaching can in this case
offer a good approach for development, which can be focused on the individualized, just-in-
time development.
As mentioned earlier, Jarvis (2014) explains that there is an increasing trend in today’s
organisations of individual learning and development in recognizing developmental need of
the employees, help in personal problem solving and planning of activities to be undertaken
by the employee. Further, employees demand for different types of training and people are
more motivated and learn best when the training is connected and relevant to their job.
Research has found that employee’s job performance is a function of their ability, their
motivation to work, and their chance to organize their ideas, knowledge and abilities in an
effective way. Coaching can help in enhancing an employee performance as It provides the
employee with a chance to increase their skills and motivation which eventually leads to an
overall positive impact on the employee job performance. By improving the performance of
the individuals, it will in turn drive the organisational performances through increased labour
productivity, service quality and enhanced customer satisfaction (Jarvis, 2014).
Coaching as used in the workplace is a recent development. Apprenticeships and other forms
of individualize coaching have been in existence for decades however the earliest form of
coaching that has been used in the workplaces is “developmental counseling” (Flory, 2015).
Kampa-Kokesch and Anderson (2011) points out that from 1940 to 1979, consultants were
the ones performing organizational coaching. Coaches during this time were mainly
organization development (OD) professionals and psychologists whose main focus was OD
issues. However, the coaching field went through a growth spurt and was used in different
areas of service such as career coaching, outplacement and life coaching etc. Hudson (1999),
3
explains that the growth of this form of coaching was accelerated by the complexities that
came with placements, mergers and downsizing that have increased in recent times. With
time the leader’s role evolved to mainly that of coming up with solutions for the rising form
of different pressures and ambiguities in the global context. Top managers were asked to be
both strategic decision makers and masters of the “soft” skills required to effectively manage
people (Sherman & Freas, 2014). Increased growth has been observed in the workforce and
executive coaching from 1995 to present day. The number of publications written in regard
to coaching, the focus on coaching research and the organizations that train coaches have
increased.
Ference (2011) study’s explains that staff motivation is an important factor which can be
enhanced through the coaching process. When an employee is willing to increase his or her
effort to meet goals and objectives, the manager needs to increase his or her effort to provide
constructive feedback. For instance if a manager notices a new or improved behavior in a
staff it is important for the manager to praise such a behavior. On the other hand, if the
manager would notice an improper behaviour, it should be discussed as an area of
improvement. He manager or coach can ask the employee how he or she could have handled
the same situation in a better way and after analyzing the employee response, the reasons
behind the response can be determined by the coach or manager. It might have been because
of a lack of information concerning the expectations, a lack of understanding about how to do
the job, or a lack of motivation from the employees (Duffy, 2013). Coaching could be used to
keep employees working towards goals that meet the organisation’s performance needs and
the employee’s learning needs.
In workplace learning, the individual coaching, mentoring and work groups related play an
important role (Dougherty, 2013). Research shows that there are several possibilities for
using coaching as a management tool and it should be a part of the management process.
Development of skills in an organization can help staff give their maximum to the firm which
can also enhance a worker’s satisfaction on the job. Gladis (2012) states that the objectives
with coaching are for example that the employees will perform better, which in turn will lead
4
to increased results in the organisation; the employees will enjoy the work and get more
motivated, which also leads to better results of the organisation; the leader itself has a more
meaningful work and strengthens one’s position which in turn will increase the benefits for
the organisation and the competitive advantage will enhance as well.
Rowold (2012) adds that latest studies show that organizations heavily invest in Human
Resource Development interventions including coaching to update and skill the employees in
order to attain job performance, job satisfaction and job involvement. Coaching and offering
technical and non-technical training can improve the employee’s skills. Thus coaching is an
important undertaking as it can lead to improved job performance and better focus of work
related issues. Coaching supports an employee work development plans (Richard, 2013).
Standard Chartered is a global company of 50,000 employees operating in 70 countries
(Richard, 2013). Man firms have large growth aspirations and global footprint is one of them,
such firms view the development of their leaders as an important undertaking for the success
of their future business. The ‘strengths-based ‘leadership approach formed in 2000 was one
leadership development program started by the Standard Chartered bank to develop the banks
leaders. As part of this ongoing initiative, the organization has a network of 200 ‘Strength
Coaches’ across the globe. The coaches initially were all HR relationship managers, who
were invited to become Strength Coaches as a component of their role.
SCB WAY another firm introduced coaching in 2012 as a part of the firm’s line mangers
role. To become a coach, individuals must attend a four-day training course and complete
coaching sessions with all their team members every month as part of their professional
development. The coaching sessions use the staff qualitative and quantitative data and are
recorded. Monthly reviews are made making any needed adjustments in the goals and
checking on the progress of the process. If a staff would like more support, they can arrange
additional meetings with their team leader. The sessions are ace o face. Standard Chartered
Bank’s Retail Banking management is keen to ensure that employees perceive individual
attention and development. This results in higher staff engagement and the bank has seen the
results in stronger business performance and lower employee turnover.
5
1.2 Statement of the Problem
There are many factors that affect employee performance in an organization that managers
need to be aware of and work to improve at all times. So that employees can give their best,
the mangers are required to provide them with the tools needed for their roles. Performance
coaching is critical for any organization to undertake to improve their employee performance
and keep ahead of their competition.Coaching should not be seen as a subject in isolation,
since it is a combination of several aspects. Coaching motivates and supports staff in addition
to giving them authority as It empowers the employees in some firm decisions that are
important to the firm. Well-motivated employees are something that each service
organisation aims for, and the productivity of the employees might increase by implementing
coaching. Managers use coaching to a certain extent.
According to Kets (2015) coaching can also be done in groups in order to create high
performing teams. Further, coaching is important for the reasons that it could give
empowerment to the employees, because of the privilege to have responsibility. Coaching
can also motivate the employees to change and it can also enhance employee’s cooperation
(Kruzela, 2011).
Assessments on previous studies in the field of training are limited to formal educational
courses and instructor led training methods. Local Studies include; Onyango (2012) who
conducted a study on The Influence of training and development on employee’s performance
and found out training and development has a positive impact on employee performance in
terms of productivity. Another study by Cephas (2013) on the training interventions on
performance found that there is a direct correlation between training and performance. Ngugi
(2014) carried a study on the perceived relationship between training and development and
employee performance according to the study results, development and training did affect the
performance of employees. Training and development enables teamwork among the
employees, it also enables the team to be consistent in their work, ensures there is harmony
among employees and leads to an overall increase in the employees performance (Musili
2010).
6
The Standard Chartered Bank management has put up a sales management structure that is
guided by sales Management principles. The operating rhythm ensures managers drive
pipeline management, catchment area key activities, centralized performance management
and daily tracking of sales activities, coaching and portfolio management, collaboration with
their key stakeholders and developing their people capacity and capability. The key sales
channels are aligned with business strategy, which includes expectations of all frontline sales
staff to optimize sales productivity.
However, despite this effort by management, the performance dashboards and balanced
scorecards paint a different picture, and only about 50% of frontline staff continuously
achieves good ratings on their scorecards, month on month (Mwita, 2011). The bank
continues to lose on average 5% of sales frontline staff laid off due to poor performance. A
larger number of staffs are also served warning letters linked to unmet standards set on their
score cards. Despite these observations and an increasing need for employee productivity,
there are few studies that look at the effect of coaching on the performance of employees.
There is an existing gap in research of this area. The current study sought to address this
concern.
1.3 Purpose of the Study
The objective of the study was to analyze the effect of coaching on employee performance at
Standard Chartered Bank Kenya Limited
1.4 Research Objectives
1.4.1 To establish the effect of frequent provision of feedback on employee performance at
Standard Chartered Bank
1.4.2 To evaluate the effect of a structured coaching plan on employee performance at
Standard Chartered Bank
1.4.3 To determine the effect of the coaching environment on employee performance at
Standard Chartered Bank
7
1.5 Significance of the Study
1.5.1 To the Banking Industry
This research aims to measure performance within the banking industry, particularly at
Standard Chartered Bank Kenya Limited. It is intended to find out the variance, and what
constructs of coaching need adjustment; and make possible recommendations to enhance the
implementation of the coaching programme to increase employee performance in
organizations.
1.5.2 To Organization Providing Coaching and Mentoring Services
Further, in addition to determining the value added to coaches through coaching, the study
will shed light on what more can be done to enhance the coaching experience to have greater
impact on business and employee performance. Local literature and research materials do not
have the required information to help the researcher understand the effect of coaching thus
the study will help users understand coaching dynamics in terms of the market in Kenya.
1.5.3 Researchers/ Scholars
There is a knowledge gap within Kenya, and this insufficient data makes it difficult to
quantify the advantages of having the coaching system in place. The study also seeks to
evaluate what the coaching system has equipped the coaches with, that sets them apart from
their competitors. It is expected that the study will provide baseline data for future research in
this field in Kenya, and be a source of academic and business reference.
1.6 Scope of the Study
There are many components that make up coaching according to Douge and Hastie (1993).
The bank under study has established a coaching program which trains line employees and
manages who enhances the skills they have in coaching. The organization uses a coaching
model which allows the model to be coachee centered and driven. The research targeted the
frontline sales staff and Line Managers who had been involved in formal coaching at
Standard Chartered Bank.
8
1.7 Definition of Terms
1.7.1 Coach
Coggins (2011) defines a coach an individual whose is involved in instructing, directing and
training an individual or teams operations. A teacher can also be called a coach.
1.7.2 Coachee
Dougherty (2013) defines coachee as a person who receives training from a coach, especially
in business or office practice
1.7.3 Coaching
Ference (2011) defines coaching as training or development process via which an individual
is supported while achieving a specific personal or professional competence result or goal.
The person who is being coached can be called a coachee.
1.7.4 Mentoring
Jarvis (2014) defines mentoring as a system of semi-structured guidance where a person
shares their experience, knowledge and skill to help one to make progress in their careers and
lives. Mentors should be accessible and also willing to help in case one needs their help
within agreed boundaries.
1.7.5 Training
Kets (2015) defines training as the acquiring of competencies, skills and knowledge from
vocational training or as a result of taught practical skills or being competent in a knowledge
that is related to a specific useful skill.
1.8 Chapter Summary
This chapter introduced the study with special reference to effect of coaching on employee
performance at Standard Chartered Bank Kenya Limited. The areas of discussion contained
in this chapter were as follows: background of the problem, statement of the problem,
research objectives, significance of the study, scope of the study and definition of terms.
Chapter two the literature review, chapter three research methodology, chapter four the
results and findings, chapter five covers the discussion, conclusion and recommendations.
9
CHAPTER TWO
2.0 LITERATURE REVIEW
2.1 Introduction
The literature review chapter reviews literature that is relevant to the current subject of study
of coaching effect on the performance of employees in financial based institutions. The
process of literature review involved the review of literature from academic sources such as
books, journals, electronic library, national policy papers, and end of year financial books of
accounts, past research studies and other scholarly works published. This chapter also
focused on conceptualization in a bid to identify the nature, subject, purpose and broad
content of the research problem.
2.2 Feedback Provision
Feedback, an additional coaching tool which shares universal acceptance in many types of
coaching and has been found to be a strong determinant in promoting self-esteem in
employees coaching (Smith, 2010), serves many purposes. Kets (2015) saw feedback as a
way to help the employee gain greater insight concerning his or her own subjective
experience, which can lead to better management of emotions and eliminate subjective
distortion of events. Diamante (2012) agreed, adding that increased self-awareness gained
through the process of assimilating feedback is key to maximum performance as a leader.
Feedback should also be given in the right manner. Diedrich (2011) advised that feedback be
specific, accurate, detailed, and refer to actual behaviors rather than be subjective and
evaluative in nature. Maurer (2011) found that feedback concerning good performance
helped to enhance subsequent performance. In the workplace the coach may provide
feedback to the employee, elicit feedback from the employee, or manage the process of
receiving, reviewing, and utilizing feedback from internal and external workplace sources
(Christensen, 2013).
The development and use of 360-degree multi-rater feedback tools were first used primarily
for employee development purposes and all results were strictly confidential. Dalton (2015)
10
reported a growing trend to use information contained within the reports for administrative
purposes, such as denial or awarding of promotions and raises. Dalton argued (2015) that
using the feedback instrument in this way ignores very basic psychological principles of
behavioral change.
The first step in helping an individual change their behavior is to provide feedback and create
insight concerning maladaptive behaviors in a way that is non-threatening and can be
received in a context of psychological safety. Dalton (2015) argued that allowing
administrative personnel access to feedback for punitive reasons undermines the confidential
relationship between coach and employee and can be threatening and harmful to the
employee.
Praise as a form of feedback has been rated by employees as a more important incentive
when given by a coach versus a different source (Smoll, 2010) and has been found to play a
major role in the process of self-enhancement and performance (Anderson, 2012). Feltz et al.
(2012) found that coaches who had high self-efficacy gave more encouragement than those
coaches who had low self-efficacy and were more prone to give instructional and corrective
feedback.
2.2.1 Feedback Provision as Developmental Tool
CIPD (2012) lists some examples of situations where coaching is a suitable development tool
to include: helping competent technical experts develop better interpersonal or managerial
skills; developing an individual’s potential and providing career support; developing a more
strategic perspective after a promotion to a more senior role and handling conflict situations
so that they are resolved effectively.Various academics have generally come up with four
main dimensions to the coaching role (Abercrombie, 2010). These dimensions are:provision
of direction which involves explaining the values and goals of the department in a concise
and clear way , this is an important undertaking in the performance management cycle
planning part. Employees need to understand the context in which they work so that they can
see the link between their performance and the department's overall success (Astorino, 2012).
If the department goals are understood, the employees will find it easier to translate these
goals into being part of their own goals. In coaching, the employees are able to understand
11
the firm priorities and also stay focused on the goals of the firm. Staff might also be in need
of technical direction to learn a new task or in case they have been assigned new tasks. the
manager and the coach is required to keep the right commitment in place to ensure the
employees meet their goals.
2.2.2 Removing Obstacles
Resource for Removing Obstacles; the coach can act as an important resource for removing
those employees that act as obstacles to others thus paving way for some to progress, the
coach can also provide needed resources to employees who need to progress, the coach can
also act as a sounding board for a worker as the worker comes up with his or her strategy for
overcoming an obstacle (Coggins, 2011). Johnson (2013) reported that organizations that
want to capitalize on knowledge-based employees will need to shift to a consultative and
participatory management style. This kind of style is sometimes referred to as coaching.
Coaching needs managers to change from their traditional roles of monitoring and controlling
their juniors to that of being consultants with their junior staff. Hackman and his colleagues
looked at the most important function of team coaches and identified three features of group
interaction which affected the team performance effort levels; first, the group’s knowledge
secondly, the skill level of the group and third how appropriate the performance strategies
used were (Hackman, 2011).
Research has shown that the effectiveness of a team depends on the three performance
processes if a team meets the three important criteria, It is more likely to perform better
compared to a team that is not able to fulfil one or more of the said criteria. As with other
processes, these three performance processes are susceptible to process loss but also present
an opportunity for process gain (Wageman, 2011), which is where coaching functions come
into play. Interventions made by coaches to inhibit process losses in each of the performance
process and promote process gains are called Coaching functions (Wageman, 2011).
Hackman and Wageman (2015) have broken the coaching functions into: motivational which
is the coaching that target the group members effort, consultative is the coaching that targets
group performance appropriateness and educational is the coaching targeting the group
members skills and knowledge (Hackman and Wageman, 2015).
12
Hackman and Wageman (2015) team coaching model targets the processes involved in the
team performance tasks rather than the interpersonal relationships of the team members.
Further, Hackman and Wageman (2015) point out that interpersonal processes are driven by
tasks rather than vice versa. Gersick (2011) did a field based study where she observed and
tracked various project teams whose periods of performance were in months or days
according to the results of the study, ever project team had a unique approach in performing
its task and the team used this approach until the midpoint life cycle of the group.
Thus coaching interventions are best used when the team seeks to address two of the
interventions at the beginning or midpoint of the process. While one intervention sough to
improve interpersonal relationships among group members the other sough to come up with
the most appropriate strategy for the task at hand (Woolley, 2010; Hackman & Wageman,
2015). According to Woolley’s (2010) results, the coaching intervention that was strategy
based was not effective at the beginning although it was more effective at the midpoint it can
therefore be said that the teams need to gain experience of the task before they can come up
with strategies on how to tackle the task.
Further, Johnson (2013) explains that coaching should include giving ongoing support and
feedback to a staff throughout the whole year especially in performance management cycle.
Johnson further notes that coaching allows the employee to be given his or her performance
aspects in real time and the employee can be part of coming up with how best he or she can
change their behavior so as to excel well.
2.2.3 Feedback Provision and Performance Improvement
Improving Performance; as a coach, the manager is responsible for creating a learning
environment where employees are supported in their efforts to continuously improve to meet
today's challenges (Bandalos, 2013). The coach improves performance by gauging the
employee current ability; giving the employee feedback; asking the employee to point out
why she or needs to perform better and providing opportunities to the employee that can fill
the existing gap
13
For improvements to continually occur, a safe environment that can enable risk taking and
creativity must be provided by the coach. Mistakes should be seen as learning lessons and
setbacks seen as opportunities to do better. This form of support enables the employee to
have the confidence needed to do better (Belf, 2015).
Opening up Possibilities; another goal of coaching is the development of capabilities so that
the beneficiary can be able make decisions and solve challenges. This is done by asking the
right questions, challenging the employee's thinking, offering new options, supplying
additional information that expands employee's understanding or providing a new
interpretation to a situation. Coaching is important as it enables the employee to be
empowered as part of the decision making team (Berger, 2015).
2.3 Structured Coaching Plan
Goal setting and a structured coaching plan, as universally used are described by Locke and
Latham (2012) as a highly effective motivational tool and has been demonstrated to increase
management productivity (Locke, 2011). Anderson (2012) found that combining goal setting
with publicly posted feedback and praise enhanced employee’s performance. Goal setting in
combination with feedback was also found to increase performance in managerial
interviewing skills (Nemeroff, 2011). Successful goal pursuit can be compromised by
distractions unless appropriate self-regulatory skills are used to cope with desirable activities
unrelated to the goals an employee and coach have agreed upon (Gollwitzer, 2010). Although
there are many social-psychological variables associated with goal intention, the strength of
an individual's intent to follow through is thought to have a positive effect on self-regulation
of behaviors (Bandura, 2012).
2.3.1 Goals Directed Behaviours
Associative structures that underlie stimulus and response behaviors and reinforcement are
also aspects of goal directed behavior and self-regulation that can be negatively or positively
impacted depending upon the associations made (Pavlov, 2015). Other variables that
influence goal-directed behavior are the amount of energy invested in the goals, the variation
in the nature of the goals, and the way in which the goals are organized (Hyland, 2010).
14
According to Hunt (2014), Employee's performance is a rating system used in most
corporations to determine the abilities and output of an employee. The five components of
Performance are: monitoring, planning, training, rewarding and developing.
The planning stage involves setting goals so that the employees work time can be measured
and the coach can see if the employee can meet the set goals or reach new goals. Monitoring
is the phase in which the goals are looked at to see how well one is doing to meet them. This
can also be a feedback stage in which employers determine if progress is being seen or not.
The employee improves any poor performance at the developing stage. The rewarding stage
is the last stage at the end of the cycle.
The coaching process generally occurs during individualized coaching sessions, which are
strategic results-focused business meetings between the coach and executive. The coaching
sessions are typically constructed to be time-sensitive and complimentary to the executive’s
everyday business life (Stern, 2012). There are different ways in which coaching can be
structured in line with the needs of the clients and the coach availability (Stern, 2012).
Almost 60% of coaching sessions are thirty minutes to an hour (Zackon, 2010). According to
Grant and Zackson (2009) phone couching represents 63% of the goal coaching while face to
face coaching makes up 34%. The majority of face-to-face coaching sessions occur in the
executive’s office (Bono, 2010), thus enabling the often busy client to attend to work matters
while accommodating the coaching.
Coaching sessions may last for a couple of weeks or many months, with current research
reporting that 48% of coaching contracts are between 7-12 months, which represents the
dominant time-frame of the coaching assignments (Coutu and Kauffman, 2010). The
literature describes how coaches are wary of clients developing a dependency on their
services (Wellner, 2012). Most coaches- 40% state that they have had to deal with a client
who is overly dependent while 8% of coaches state that they have had a contract that
extended for more than 19 months (Coutu & Kauffman, 2011). The coaching process is
generally designed to help a client to independently make choices and decisions that attain
goals when the coach is no longer around, so life-long dependency, which is ethically
questionable, becomes unnecessary (Wellner, 2012).
15
The challenge of establishing the best fit between coach and executive may take on an added
layer of complexity in international organisations where a dearth of executive coaches may
narrow the available pool of best fit coaches (Abbott, 2011). Moreover, less opportunities
might exist for another coach to establish a strong relationship of trust with the executive. In
the international context, telephone coaching may be necessary but may impede relationship
building, which takes on extra significance in relationships with cultural barriers (Bresser,
2012). Likewise, if the coaching is taking place in cultures that are resistant to helping
interventions, then more effort may need to be expended in building the relationship. Lastly,
as culture and knowledge of international challenges would seem to be relevant, the
executive coach may need to demonstrate some type of subject matter expertise in order to
build and sustain the relationship. Thus the relationship between the coach and the executive
would be more complex especially in the international context compared to the domestic
context.
2.3.2 Benchmarking
The origin of the term performance has been interpreted differently and given different
benchmarks by various academicians. Performance can be said to be a construct that is
multidimensional and used to achieve targets, the term also is strongly linked to a firm’s
goals (Mwita, 2010). Managers are expected to use their abilities to the maximum and at all
levels provide their efforts without being supervised. However, there are many expectations
from managers working for an organization. These stated expectations are in some cases met
by the managers while in other situations, the managers need to consult their bosses on the
best direction to take.
It is thus paramount that the staff working at the frontline be developed such that they can
perform their duties individually and in an innovative manner while at the same time being
able to understand and foresee existing business and market situations. Consequently, a
question arises about how an employee can work more efficiently and effectively to increase
the productivity and growth of an organization. An effective coaching program can be of an
immense assistance to help increase productivity and engagement of staff in an organization.
16
Employees peg their success on stable, controllable and internal factors like ability and effort
and they peg their failures to external and unstable factors. This then brings the discussion to
the attributes of the coachee, where Weiner, (2015) states that theorists agree that people
have a general tendency to utilize self-protecting and self-enhancing attribution patterns
(Skaalvik, 2010) imply that individuals are in control of their success.
Coaches look into a client’s environment and situation so as to understand the clients
operating context. The assessments may comprise the pre-coaching diagnostic work a coach
performs in order to prepare for the coaching engagement (Jarvis, 2013). Coaches may use
informal assessments (such as interviewing and shadowing) or formal assessments (such as
360-degree multi-rater or assessment tests) in order to form a greater understanding of the
client’s needs, challenges and strengths (Coutu & Kauffman, 2011). Pre-coaching diagnostics
may also help to determine a baseline that can then be measured post-coaching to quantify
and qualify any areas of growth, improvement or change (Allsworth & Griffin, 2015).
There does not seem to be much research that explores the impact or effectiveness of pre-
coaching diagnostic work or assessments on the coaching process and its outcomes, although
there is much research that validates the individual assessment tools used by coaches
(Allsworth & Griffin, 2015). Bono’s (2011) study, to determine whether a coach’s
psychological background and training impacts the coaching process, seems to find little
difference between the effectiveness of psychologically-trained coaches versus non-
psychologically-trained coaches. Bono (2011) finds that a coach’s background and training
do predict “how he or she will conduct coaching, who he or she will coach, what assessments
and tools he or she may choose, and how he or she will evaluate coaching effectiveness.” For
example, Bono (2011) finds that psychologically-trained coaches are more likely to use
instruments, tools and methods which are supported by stronger empirical validity than non-
psychological coaches. The current research that exists does indicate that psychological
coaches use formal assessments more than non-psychological coaches (Bono et al., 2011),
while 77% of coaches use the 360-degree multi-rater tool and only 39% of coaches use
psychometric tools (Coutu & Kauffman, 2012). Coutu and Kauffman (2012) did a survey
where he deduced that, interviews as a tool was used by many coaches-86% to collect
information from their clients. The assessment and pre-diagnostic work done by the coaches
17
was to expand both the client and the coach awareness so as to make it easier for the client to
accurately point out areas where strategies and goals can be formed around.
2.3.3 Self-Enhancing Attributions
Attributions which are self-enhancing strengthen how a person’s sees ability, control and
competence. People who regard their abilities as the force behind their success are expected
to feel a rise in self-efficacy. Because successful outcomes are judged to result from the
individual’s own capabilities and strengths and to be under his or her personal control, it
seems reasonable to hypothesize a positive relationship between self-efficacy and internal,
controllable and stable causal attributions following successful performance (Peterson,
2015).
As there is a tendency toward self-protection, unsuccessful achievements are generally not
attributed to low ability or competence abilities (Skaalvik, 2010). Research shows that
individuals tend to protect the self by attributing unsuccessful outcomes to controllable
factors for instance, “I can work harder or work smarter next time” or to external factors that
are unstable or due to external variables such as another person or the situation for example, I
didn't succeed because of the unique circumstances in this task and as soon as those
circumstances change, I shall be successful” (Skaalvik, 2010).
In general, internal, unstable and controllable attributions following failure lead to positive
future expectations of success because the individual believes that he or she can control the
cause of the unsuccessful behaviour (Bandura, 2013). Similarly, when a person fails and
makes attributions to uncontrollable, stable and internal causes like their lack of ability, these
attributions can make the person feel helpless and exert the same negative results in the
future since the person might feel that they do not have or he have very minimal control on
their behavior (Abramson, 2011). Because people tend to engage in self-protecting
attributions when experiencing failure in achievement situations, there should be little or no
reduction to self-efficacy beliefs.
18
2.4 Coaching Environment
When coaching within an organizational setting there is an eighth component to success,
which is organizational support for coaching and allotment of sufficient time and money by
the organization (Kilburg, 2011). Wasylyshyn's (2013) survey indicated that coaches believe
it is their responsibility to manage the relationship with the sponsor, and notes that successful
management of this aspect contributes to the likelihood of a positive outcome.
Lowman (2015) added that effective coaching within an organization appears to integrate the
dynamics of individual psychology approaches with the needs of the organization on both
individual and system levels, taking into account the environmental context of each
intervention. A complete understanding of the corporate culture in which the coaching
intervention is taking place is also essential according to Richard (2013). Factors tha affect
the success of coaching outcome are divided into two namely; skills and abilities and
employee related factors. Employee related factors include the employee commitment,
willingness and motivation in regard to sticking to the provided plan that seeks to achieve the
laid down goals. The second category concerns the skill and ability of the coach to provide
structure, foster trust and rapport, and appropriately choose the correct coaching tools to use
in each coaching scenario.
A study conducted by Arnott and Sparrow (2004) of 1,153 organisations across the UK,
found that organisations used coaching for three main reasons: supporting a strategic
initiative, supporting leadership development, responding directly to individual request. This
is further supported by a recent CIPD Training and Development survey (2004), which
demonstrated that organisations are now placing increasing importance on creating and
fostering cultures that support learning and development. Encouragingly, more than 70% of
organisations rated this among the three most important factors when supporting effective
learning. The survey findings also showed that respondents felt that it was imperative for line
managers to play a significant role in advising on and supporting development activity.
However, the survey concluded that 66% of respondents claimed that there was no formal
written strategy for their coaching activities taking place in their organisation, and only 6%
claimed to have one that covered all staff. Furthermore, only 5% claimed to have line
mangers who had been trained to coach their team members, and a worrying 49% only had a
19
minority of trained line managers which were usually as part of a wider management training
programme.
These findings suggest that, whilst organisations claim to recognise the importance of
coaching, they do not necessarily develop the appropriate culture that is required for
coaching to be effective. While the functions of mentoring and coaching relationships
invariably overlap, they are separate types of developmental work relationships. Coaching is
directly concerned with the immediate improvement of performance and skill by a form of
tutoring or instruction. Mentoring is, in effect, one step removed and is concerned with the
longer term acquisition of skills. Effective coaching requires both the coach and the person
coached to fulfil their relative roles. The degree to which this is achieved depends on a
number of variables, including the experience of both parties in coaching relationships, their
interpersonal skills, motivation and commitment.
2.4.1 Performance Tracking
Olivero (2012) research indicated that executive coaching increases performance, and
Gegner's survey (Anderson, 2012) indicated that coaching contributes to behavioral change;
but the question remains, "What defines a successful coaching intervention?" Brotman et al.
(2011) believed that sustained behavioral change is the best performance tracking tool.
Sustained behavioral change was defined as: a displaced change in the target behavior by the
executive. This change is consistent even under pressure or stress. Internalizing the
psychological insights and the undesirable behavior sustains the new behavior while
coaching makes the insights to be pragmatic action steps.
2.4.2 Evaluating Effectiveness
In addition to measuring sustained behavioral change, Lowman (2011) argued that research
reports of case studies needed to establish criteria for evaluating the effectiveness of
coaching using objective data, as opposed to subjective dimensions such as employee
satisfaction. Goodstone and Diamante (2012) argued that 360-degree feedback tools provide
only partial evaluative data and that criteria must also be based on knowledge about adult
development and behavioral change theories. Kampa and Anderson (2011) cautioned that
20
subjective data must be collected carefully and be representative of the population being
studied. The authors maintained that pertinent information regarding methodology,
measurement, and analysis is also important to present for evaluations of successful
interventions to be made. Coaches surveyed by Wasylyshyn (2013) cited the following as
indications of a successful intervention: change in behavior; increased understanding of self;
more effective leadership; credibility of coach and company satisfaction.
Coaching goals lie at the heart of coaching and the main thrust of the coaching process is to
engage the coach and client in a series of action orientated conversations that result in
beneficial outcomes for the executive and the organisations (Grant, 2015, Grant & Cavanagh,
2014, Grant & Zackon, 2014). The methods, models and techniques that the coach uses
derive from a host of sources, some grounded in previously established empirical research
and others that have only anecdotal validity (Peltier, 2011). The literature and research
surrounding goals and goal attainment and the various methods, models and techniques that
coaches use to guide goal attainment is vast and beyond the scope of this literature review
(Peltier, 2011). However, there does seem to be a gap in the coaching literature and research
in regards to exploring what particular methods, models and techniques best support
particular goals (Bono et al., 2011).
As mentioned previously though, Bono et al’s (2011) survey of coaches reveals that there are
essentially two models that coaches uses to address the goals of executive clients: the
reflective model and the interventionist model. These two models address four over-arching
goals that impact executives: personal growth goals and development goals (reflective), and
business competencies goals and behavioural change goals (interventionist) all other goals
can be sub-grouped under these overarching goals (Bono et al., 2011). This categorization of
goals and supporting models allows for a better understanding of which particular models,
methods and techniques can be used and when, how and for what purpose they are to be
used.
It should be noted that the goals and corresponding models are not rigidly composed, but
there is fluidity between them as some behavioural change may need some tools of reflection
and some development may need specific business competencies (Grant & Zackon, 2014).
21
As Grant and Zackon (2014) note, “coaching sessions and indeed whole coaching
engagements” will tend to be either focused on an executive’s challenges with skills,
performance and development and, as such, the coaching sessions will fall into either a
reflexive model or an interventionist model.
2.4.3 Solving Workplace Issues
Lowman (2015) added that successful coaching removes barriers to understanding that limit
solving workplace issues. Many authors agreed that feedback is critical to the success of the
coaching outcome (Anderson, 2011). The success or failure of an employee to accomplish
their desired outcomes with coaching can be influenced by many factors. Kilburg (2011)
identified seven aspects that are essential to coaching effectiveness. The employee and the
coach commitment to progressive development make up two of these factors. The third factor
is the coach understanding of the problems and characteristics of the employees. This was
reiterated by Winum (2015) who emphasized that coaches must focus their assessment and
intervention efforts on both the employee's behavioral capabilities and the context in which
they and their capabilities are being challenged, especially when the employee is
underachieving.
No authoritative guidance exists on how a coach should act or deliver his services to obtain
maximal return on the investment. The common belief is that the coach should be well
knowledgeable and have various techniques and tools for his work (Thompson, 2012). Other
characteristics that have been said to be important for coaches include he or she should be a
good listener, should be able to create trust, he or she should also support learning and be
able to ask powerful queries. Moreover, as with other professions, customers expect coaches
to have extensive work experience in their field. In specific executive coaching literature
(Bolch, 2011), qualifications such as experience from industry, business and organisational
experience, along with experience from equal positions to the coachees, are brought forward.
In the ongoing debate critics (Whitmore, 2012) point out that such requirements may be
counterproductive when the neutrality and objectivity of the coach are lost and the possibility
of a break-through is never identified.
22
Coaches provide feedback in a number of different circumstances and there are several tools
and techniques to provide feedback (Natale & Diamante, 2015, Skiffington & Zeus, 2013,
Zeus & Skiffington, 2013, Zeus & Skiffington, 2013). Feedback is critical information that
lets a client understand how they are doing and what changes, if any, still need to be made
(Gregory et al., 2011). Coaches often will use feedback as part of the coaching process to
follow up with the client regarding the progress through action steps and goal attainment
(Bono et al., 2012). Feedback gives encouragement, can motivate and also gives direction.
Research on feedback provided in coaching has focused more on the feedback that the clients
are given and less on how effective the feedback given by the coach to the client is.
Although feedback as part of the coaching process is well advocated and taught, it is not
often researched, which creates a gap in understanding best practices. Another gap is the
effect feedback has on executives especially internationally. Abbott (2016) suggests that
feedback helps to build increased self-awareness and self-reflection which assists expatriates
in understanding and assimilating cultural differences, while maintaining one’s own identity.
Passmore (2010) suggests that non-Western manager’s experience increased levels of self-
awareness and self-reflection which assists their communication and relationship building
skills within and between cultures. As such, feedback may be critical in the performance and
development of international managers working together and managing teams.
2.5 Summary and Research Gap
The success or failure of an employee to accomplish their desired outcomes with coaching
can be influenced by many factors. Kilburg (2012) identified three aspects that are essential
to coaching effectiveness in organisations. The first two are the employee’s and coach's
commitment to the path of progressive development. The second is the coach's thorough
understanding of the employee's characteristics and the problems and issues they bring to
coaching.
Wein (2015) concur explaining that coaches should focus their intervention and assessments
efforts on the context that the employee is being challenged and the behavioral capabilities of
the employee especially if the employee results are not satisfactory. The literature review
provides the importance of relationships in coaching and also gives examples of how to
23
establish effective coaching. The literature provides for both individual and organizational
needs. The extensive literature review done indicate that there is little empirical evidence that
exists in regard to coaching especially on coaching effects in the banking industry. Most
research on the area has been done on the sporting and manufacturing sectors. This study’s
aim was to fill this existing research gap by doing a research on the effects of coaching on
employee performance at Standard Chartered Bank, in Kenya.
24
CHAPTER THREE
3.0 RESEARCH METHODOLOGY
3.1 Introduction
Research methodology is the approach used in the study of a research topic. It is the
framework used in the research. The chapter looks at the research methodology that was used
for the study. The source and data type are also described in the chapter, the sampling
techniques, methods used to come up with the study sample size and target population. The
chapter looks at the collection and analysis of data. The research methodology further
provides the guidelines for gathering and processing the research information used in the
current research.
3.2 Research Design
A descriptive research design was used for the current study. According to Sekaran (2012),
descriptive research design is a non-experimental in that it deals with the relationships
between non manipulated variables in a natural rather than laboratory setting. The conditions
and events have already happened and he researcher can select the variables that are most
relevant for analyzing the existing relationships.
In Descriptive design, he hypothesis is also formulated and tested and generalizations of
findings are arrived a through inductive-deductive reasoning. Descriptive design also
employs methods of randomization so that error may be estimated when inferring population
characteristics from observations of samples and the variables and procedures are described
(Cooper and Schindler, 2013).
Although the coaching process is already established in Standard Chartered Bank, there has
been no study to assess the effect of coaching on the overall performance. The bank is
continuously faced with regrettable attrition from performance management. The researcher
using this research sought to investigate the variance and come up with recommendations
that could improve the banks overall performance.
25
3.3: Population and Sampling Design
3.3.1: Population
The research targeted the frontline sales staff and Line Managers who had been involved in
formal coaching at Standard Chartered Bank. 45 Of the banks line managers had undergone
coaching training and they were part of the process. Front line employees totaling 155 were
continuously coached in 2015.
Table 3.1: Target Population
Category Number
SME Relationship Staff 20
Priority Relationship Staff 25
SME Portfolio Staff 35
Personal Financial Staff 75
Line Managers 45
Total 200
3.3.2 Sampling Design
3.3.2.1 Sampling Frame
A sampling frame is a comprehensive list of all sampling units, from which a sample can be,
selected (Mugenda & Mugenda , 2013). The study’s sampling frame was made up of line
employees and line managers that were working at Standard Chartered Bank.
3.3.2.2 Sampling Technique
Systematic random sampling was used to obtain a sample of one hundred and forty (140)
study respondents from the two hundred front line staff and line managers who had access to
coaching. Purposive sampling was used to select key informants among the line managers
who were interviewed in the study.
3.3.2.3 Sample Size
All the population members that are to be studied are referred to as a sampling frame
(Mugenda & Mugenda , 2012). The study adopted a mathematical formula for the purpose of
determining the sample size. According o Mugenda and Mugenda (2012) the following
mathematical formula can be used to determine the sample size. The sample was distributed
across the various population categories using a sample ratio of 0.7. Mugenda, and Mugenda
(2012), indicated that sample size 10% to 20% is sufficient for a study
26
Table 3.2: Sample Size
Category Population Sample Ratio Sample Size
SME Relationship Staff 20 0.7 14
Priority Relationship Staff 25 0.7 18
SME Portfolio Staff 35 0.7 25
Personal Financial Staff 75 0.7 53
Line Managers 45 0.7 32
Total 200 0.7 140
3.4 Data Collection Methods
The main instruments used for data collection were questionnaires. These contained close-
ended items, where the respondents were required to tick or circle the most appropriate
answers. To assist in administering and collecting questionnaires a research assistant was
trained. Consultations with professional coaches at Standard Chartered Bank were used to
establish content validity during the construction of the questionnaires. Nachmias and
Nachmias (2010) advocate for the use of expert judgment to improve content validity.
3.5 Pilot Test
The use of a pilot test by the researcher allowed for the questionnaire to be validated and pre-
tested. According to Cooper and Schindler (2013), the pilot group can range from 25 to 100
subjects depending on the method to be tested but it does not need to be statistically selected.
This pilot study involved 10 respondents working at Standard Chartered Bank. Since during
the pilot study, statistical conditions are not adhered to, the respondents of the pilot study
were conveniently chosen (Cooper and Schindler, 2013). The main aim of this was so as to
make any necessary changes in the questionnaire such that the main study’s respondents
would not have any problem when sought to answer the questionnaire questions.
27
3.5.1Validity
Validity is the extent to which the research sample is a representative of the content the
sample has been designed to measure. In this study content validity will be used to measure
the degree to which the use of a particular data collection instrument was a good
representation of a specific content or domain of a given content. Mugenda and Mugenda
(2013) agree that to assess the content validity of a research measure It is best to use a given
fields expert or professional. The opinion of experts in the study was sought and the experts
asked to comment on the questionnaire suitability and representativeness, the experts also
provided suggestion on the corrections that required to be made to the structure of the study’s
questionnaire. The content validity of the collected data was improved through this manner.
3.5.2Reliability
The consistency of a measure is what is defined as reliability. This is measured using the test
retest measure. When many similar items are included in a test, or a diverse sample of
individuals are measured or using testing procedures that are uniform then reliability is
increased. The Cronbach alpha score of the instrument used to collect primary data was
calculated. Cronbach alpha measurers ranges between 0-1. When the Cronbach alpha Scores
are between 0-0.6 it shows that the instrument reliability is low. When e scorers are 0.7 and
higher then reliability and internal consistency is high (Cooper and Schindler, 2013)
3.6 Research Procedures
The researcher administered the questionnaire individually to all respondents of the study.
By keeping a register of the questionnaires sent and those received, the researcher ensured
that the questionnaires that were given out to the respondents were all collected. Both
primary and secondary data was collected and used in this study. The questionnaires assisted
to gather and generate the primary data. Secondary data was gathered from published
material and information from other sources such as annual reports, company, libraries,
research centers, and internet.
3.7 Data Analysis Methods
To ensure the questionnaire were complete and consistent before processing their responses,
they were edited. Quantitative data collected was analyzed by the use of descriptive statistics
28
using SPSS (Version 21) and presented through percentages, means, standard deviations and
frequencies. To determine the relationship between the study dependent and independent
variable further regression analysis was conducted. The information was displayed by use of
bar charts, graphs and pie charts and in prose-form. To generate charts and graphs the
responses from the questionnaires were tallied, the percentages of the responses variations
were computed and the data was described and interpreted in line with the assumptions and
objectives of the study. Content analysis was also be used to test data that was qualitative in
nature, usually that which was collected from the open ended questions. Regression and
correlation analysis and analysis of variance (ANOVA) were further conducted to determine
the relationship between the study variables. The relationship between the variables was
stated using a mathematical function.
Y =f(X1, X2, X3)
The dependent variable, which was Employee performance, was represented by Y and X1, X2
and X3 were the independent variables. Therefore, an analytical model of a linear multiple
regression equation of the form shown below was developed.
Y=α +β1X1+β2X2+β3X3 +e1
Where:
Y= Employee performance
α = Autonomous factors
X1=Provision of Feedback
X2=Structured Coaching
X3=Coaching Environment
β1 β2 β3 β4= Coefficient for the independent variables
e= Error term - Captures all relevant variables not included in the model because they
are not observed in the data set
3.8 Chapter Summary
The chapter has described the methodology that has been used for this research including the
study research population, data collection and analysis and the sample size and design. Both
29
quantitative and qualitative data analysis methods were used in the presentation and analysis
of data. The study’s population was made of staff and managers at standard chartered bank.
A structured questionnaire was used to collect data and the collected data was analyzed with
the help of SPSS (Version 21).
30
CHAPTER FOUR
4.0 DATA ANALYSIS AND INTERPRETATION
4.1 Introduction
The study’s research findings regarding the effect of coaching on employee performance at
Standard Chartered Bank Kenya Limited are presented in this chapter. A total of 140
frontline employees and line managers were used as the study’s population. For data analysis
both descriptive and inferential statistics were used.
Table 4.1: Response Rate
Category Questionnaires
Given Out
Questionnaires
Returned Response Rate
Front sale staff 100 63 63%
Line Managers 45 37 82%
Total 145 100 69%
Table 4.1 above gives the study response rate, the questionnaire return rate was 63% for the
front sale staff and 82% for the line managers. Mugenda (2003) points out that a 50%
response rate is an adequate response, 60% is a good response and a response that is 70% and
above is rated very well. The response was thus rated good. The commendable response rate
was achievable after the researcher administered the questionnaires personally and made
personal visits and phone calls to remind the respondents to fill-in and return the
questionnaires.
Table 4.2: Reliability Coefficients
Scale Cronbach's Alpha Number of Items
Provision of feedback 0.834 5
Structured Coaching 0.767 5
Coaching Environment 0.82 6
Cooper and Schindler (2008) has indicated 0.7 to be an acceptable reliability coefficient.
Table 4.4 shows that provision of feedback had the highest reliability (α=0.834) followed by
coaching environment (α=0.820) and structured coaching (α=0.767). This shows that each of
31
the four scales can be said to be reliable since the value of each of their reliability value is
greater than the required threshold of 0.7.
4.2: Demographic Information
Figure 4.1: Duration Worked
The study sought to determine the duration worked by the respondents at Standard Chartered
Bank. The findings show that most of the respondents have worked for 2-5 years as shown
by 48.60%, those who have worked for 1-2 ears are 27. 10% while those who have worked
for more than five ears are 24.3%. This is an indication that all the respondents had a
significant banking experience and had adequate knowledge on the coaching procedures and
whether it had yielded any substantive benefit to the organisation.
Figure 4.2: Coaching Sessions Attended
32
The study sought to determine whether the respondents had attended coaching sessions as
provided by their organisation. Majority of the respondents 94% attended the coaching
sessions while only 6% did not attend the sessions. The research indicate that these sessions
were done by line managers or external consultants. This indicates that the study did target
the right individuals who had the information needed for this study.
Figure 4.3: Duration Worked Current Position
The study also wanted to determine the duration worked in the current position by the staff,
the findings indicated that majority of the respondents as shown by 75.7% had not changed
from their current position. This shows that it’s easier for these respondents to give credible
information regarding any major improvement recorded from the employees after undergoing
any form of coaching in the organisation.
Figure 4.4: Level of Education
33
The study sought to determine the level of education attained by the respondents, the study
findings as shown by 68.6% had achieved bachelors, 17.1% indicated that they attained
masters, 10% indicated diploma and 4.3% indicated to have a certificate as their highest
education level. Since all the respondents were well educated, their responses are considered
reliable. According to the study results majority of the respondents had studied up to college
as they had diplomas and they did understand the information that the researcher sough to be
used in the study.
Table 4.3: Role of Coaching
ROLE OF COACHING
Str
on
gly
agre
e
Agre
e
Neu
tral
Dis
agre
e
Str
on
gly
Dis
agre
e
Mea
n
Std
dev
iati
on
Coaching helps me understand my roles
and helps me know what my priorities
are.
39 55 4 1 1 4.3 0.25
The coach at Standard Chartered Bank
helps me continuously improve on my
performance.
24 34 20 13 9 3.51 0.09
Coaching challenges my thinking and
offers new options. 16 30 40 5 9 3.39 0.14
Coaching has helped inspire me to go
above and beyond what is expected of
me.
9 25 30 20 16 2.91 0.08
The feedback channels used at Standard
Chartered Bank are adequate to provide
for my coaching needs
5 17 23 25 30 2.42 0.09
From the finding on the respondent level of agreement on statement relating to role of
coaching, the study found that majority of the respondent strongly agreed that coaching helps
them understand their roles and helps them to know what their priorities are and that coach at
Standard Chartered Bank helped them continuously improve their performance as shown by
mean of 3.51 and 4.3 in each case. The respondents had a neutral opinion that coaching
challenged their thinking and offered new options as represented by a mean of 3.39. Further
34
the respondent had a neutral opinion that coaching had inspired them to go above and beyond
what is expected of them as shown by a mean of 2.91. Finally, the respondents dis agreed
that the feedback channels used at Standard Chartered Bank were adequate to provide for my
coaching needs as shown by a mean of 2.42. This was supported by low standard deviation,
an indication that respondent held similar opinion.
4.3 Provision of Feedback
Table 4.4: Provision of Feedback
EFFECT OF PROVISION OF
FEEDBACK
Str
on
gly
agre
e
Agre
e
Neu
tral
Dis
agre
e
Str
on
gly
Dis
agre
e
Mea
n
Std
dev
iati
on
My coach provides feedback that helps
me focus on the work that I am doing 8 12 30 45 5 2.73 0.17
My coach explains to me the techniques
that make me more effective 10 20 40 12 18 2.92 0.11
My coach tells me when I do a
particularly good job, and offers
constructive criticism to help me
improve my performance
18 30 20 18 14 3.2 0.06
My coach pays special attention to
correcting my mistakes 13 24 30 18 15 3.02 0.07
Feedback from my coach helps me
correct errors in time 20 25 27 15 13 3.24 0.06
From the finding on the respondent level of agreement on statement relating to effect of
provision of feedback, the study found that majority of the respondent had a neutral opinion
on the following statements; Feedback from their coach helped them correct errors in time as
shown by a mean of 3.24. My coach tells me when I do a particularly good job, and offers
constructive criticism to help me improve my performance as shown by a mean of 3.2 and
that their coach pays special attention to correcting their mistakes as shown by mean of 3.02.
Also the respondents were neutral that coach explains to them the techniques that make them
more effective and feedback from their coach helped them correct errors in time as shown by
35
a mean of 2.92 and 2.73 in each case. This was supported by low standard deviation, an
indication that respondent held similar opinion.
4.3.1 Regression Analysis of Construct Provision of Feedback
Regression analysis was conducted to empirically determine whether feedback provision
was a significant determinant of employee’s performance. Regression results in the following
table indicate the goodness of fit for the regression between provision of feedback and
employee’s performance was satisfactory.
Table 4.5: Model Analysis for Feedback Provision
Model R R Square
Adjusted R
Square
Std. Error of the
Estimate
1 . 66a .634 0.618 4.72236
An R squared of 0.618 indicates that 61.8% of the variances in the employee’s performance
are explained by the variances in the feedback provision during coaching. The correlation
coefficient of 0.66 show the predictor variable effect on the employee’s performance at the
bank is strong and positively correlated. However, these findings indicate that there are other
variables affecting the variances in employee’s performance besides feedback provision
during coaching.
Table 4.6: ANOVA of Feedback Provision
Model Sum of Squares df Mean Square F Sig.
1
Regression 3.878 1 3.878 5.75 0.00
Residual 2185.5 98 22.301
Total 2189.38 99
The overall model significance was presented in Table 4.6. An F statistic of 5.75 indicated
that the overall model was significant. The probability value of (0.000) support this
observation. This value of probability (0.000) is smaller than (0.05) which is the conventional
probability value. The model used can thus be used to predict in a significant manner the
change in employee’s performance of Standard Chartered Bank. The study, therefore,
36
rejected the null hypothesis H01 at 95% confidence interval, meaning there was a significant
relationship between frequent provision of feedback and employees performance in the bank.
Table 4.7: Coefficient of feedback provision
Coefficients
Model
Unstandardized
Coefficients
Standardized
Coefficients
t Sig. B Std. Error Beta
1 (Constant) 91.805 5.426 16.919 .000
Feedback
Provision
.529 .209 .066 1.711 .000
The feedback provision coefficients are presented in Table 4.7. The results show that
feedback provision during coaching contributes significantly to the model since the p-value is
0.000. According to the findings, a single positive unit change in the provision of feedback
during the coaching process led to an employee performance change at the rate of 52.9 %.
This shows that the giving of feedback has a positive effect on employee performance. This
further indicates that the giving of feedback frequently can be used to significantly explain
employee’s performance at Standard Chartered Bank.
4.4 Structured Coaching Plan
Table 4.8: Structured Coaching Plan
STRUCTURED COACHING PLAN
Str
on
gly
agre
e
Agre
e
Neu
tral
Dis
agre
e
Str
on
gly
Dis
agre
e
Mea
n
Std
dev
iati
on
My coach sends me an invitation in advance of
the coaching session 5 17 35 20 23 2.61 0.10
I am satisfied with the frequency of the coaching
sessions 3 10 23 30 34 2.18 0.13
The length of the coaching sessions is adequate to
discuss the agreed goals 7 15 17 40 21 2.47 0.12
During the coaching session, I feel I am given
support in the areas I need to focus on 17 20 35 17 11 3.15 0.09
I feel that information I log into the CEMS is
beneficial to me – can provide valuable data
to use during the coaching session
12 24 35 17 12 3.07 0.09
37
From the finding on the respondent level of agreement on statement relating to structured
coaching plan, the study found that majority of the respondent had a neutral opinion on the
following statements; During the coaching session, they felt they are given support in the
areas they need to focus on as shown by a mean of 3.15.Further they felt that the information
they log into the Customer Experience Management System (CEMS) is beneficial to them
and can provide valuable data to use during the coaching session as shown by a mean of
3.07.They also stated that their coach sends them an invitation in advance of the coaching
session as shown by a mean of 2.61 and that the length of the coaching sessions is adequate
to discuss the agreed goals as shown by a mean of 2.47. The respondents indicate that they
disagreed that the frequency of the coaching sessions was satisfying as indicated by a mean
of 2.18.
Table 4.9: Model Summary of Structured Coaching Plan
Model R R Square Adjusted R Square Std. Error of the Estimate
1 78.67 .763 .721 6.453
An R squared of 0.721 indicates that there was variation of 72.1% on the employee’s
performance of standard chartered bank due to changes in the structured coaching adopted in
the organisation. A correlation coefficient of 78.6 shows a very positive strong correlation
between use of structured coaching and employee’s performance.
Table 4.10: ANOVA of Structured Coaching Plan
Model Sum of Squares df Mean Square F Sig.
1
Regression 657.393 3 219.131 12.952 .001b
Residual 1624.22 96 16.919
Total 2281.62 99
The overall model significance was presented in Table 4.10. An F statistic of 12.952
indicated that the overall model was significant. The probability value of (0.001) supports
this, this value is lower than (0.05) which is the conventional probability. The model used
can thus be used for predicting any change in standard chartered bank employee’s
performance. The study, therefore, rejected the null hypothesis H02 at 95% confidence
38
interval, meaning there was a significant relationship between use of structured coaching
plan and employee’s performance.
Table 4.11: Coefficient of Structured Coaching Plan
Model
Unstandardized
Coefficients
Standardized
Coefficients T Sig.
B Std. Error Beta
1
(Constant) 74.905 5.357
13.983 0
Structured
coaching plan 0.834 0.015 0.295 2.82 0.001
The structured coaching plan coefficients are presented in Table 4.11. The results show that
structured coaching plan contributes significantly to the model since the p-value is 0.001.
The findings imply that one positive unit change in structured coaching plan led to a change
in employee’s performance at the rate of 0.834 at Standard Chartered Bank. This is a
confirmation that structured coaching plans have a positive effect on employee’s
performance. This implies that structured coaching plan is statistically significant in
explaining employee’s performance of Standard Chartered Bank.
4.5 Coaching Environment
Table 4.12: Coaching Environment
COACHING ENVIRONMENT
Str
on
gly
agre
e
Agre
e
Neu
tral
Dis
agre
e
Str
on
gly
Dis
agre
e
Mea
n
Std
dev
iati
on
My coach’s mannerisms during the coaching
session help me relax and respond better 12 25 35 20 8 3.13 0.1
My coach uses coaching sessions to build my
confidence 20 30 17 13 20 3.17 0.06
My coach’s tone of voice is soothing and
reassuring 18 19 23 29 11 3.04 0.06
My coach controls his/her emotions during the
coaching sessions 11 33 23 17 16 3.06 0.08
My coach takes into account my suggestions
when making decisions 19 27 14 14 26 2.99 0.06
During coaching, my coach emphasizes what
should be done rather than what I did not do 20 19 30 11 20 3.08 0.06
39
From the finding on the respondent level of agreement on statement relating to coaching
environment, the study found that majority of the respondent had a neutral opinion that their
coach uses coaching sessions to build their confidence as shown by a mean of 3.17. Further
the respondents stated that their coach’s mannerisms during the coaching session help them
relax and respond better as shown by a mean of 3.13.During coaching, the respondents stated
that their coach emphasized what should be done rather than what they did not do as shown
by a mean of 3.08.It was also revealed that the respondents coach controls their emotions
during the coaching sessions as shown by a mean of 3.06, coaches tone of voice are soothing
and reassuring as shown by a mean of 3.04 and finally the coach takes into account m
respondents suggestions when making decisions as shown by a mean of 2.99.This was
supported by low standard deviation, an indication that respondent held similar opinion.
Table 4.13: Model summary for Coaching Environment
Model R R Square
Adjusted R
Square
Std. Error of the
Estimate
1 .795 .8364 .795 4.11331
Regression results in table 4.13 indicate the goodness of fit for the regression between
coaching environment and employee’s performance was satisfactory. An R squared of 0.795
indicates that 79.5% of the variances in the employee’s performance are explained by the
variances in the coaching environment at standard chartered bank.
Table 4.14: ANOVA for Coaching Environment
Model Sum of Squares df Mean Square F Sig.
1
Regression 219.131 1 219.131 12.952 .001b
Residual 1658.06 98 16.919
Total 895.905 99
The overall model significance was presented in table 4.14. An F statistic of 12.952 indicated
that the overall model was significant. This was supported by a probability value of (0.000).
The reported probability of (0.000) is less than the conventional probability of (0.05). The
40
model used can be used to significantly predict any change in standard chartered bank in
employee’s performance. The study, therefore, rejected the null hypothesis H03 at 95%
confidence interval, meaning there was a significant relationship between coaching
environment and employee’s performance.
Table 4.15: Coefficient for Coaching Environment
Model
Unstandardized
Coefficients
Standardized
Coefficients
t Sig. B
Std.
Error Beta
1 (Constant) 74.905 5.357 13.983 .000
Economies of scale 1.134 .315 .495 3.599 .001
The coaching environment coefficients are presented in Table 4.15. According to the results,
the coaching environment has a significant contribution to the model as indicated by the p-
value of 0.001. The findings imply that one positive unit change in coaching environment led
to a change in employee’s performance at the rate of 1.134 at standard chartered bank. This is
a confirmation that the coaching environment positively affects an employee performance.
41
4.6 Performance
Table 4.16: Performance
PERFORMANCE
Str
on
gly
agre
e
Agre
e
Neu
tral
Dis
agre
e
Str
on
gly
Dis
agre
e
Mea
n
Std
dev
iati
on
Recapping action points from the last feedback
session helps me keep on track 12
3
0 23
2
0 15 3.04 0.07
My performance has improved as a result of
following up on agreed action plans 20
4
3 12
1
6 9 3.49 0.13
The coaching session has made me more
accountable for my everyday actions 25
3
3 20
1
2 10 3.51 0.09
When my coach and line manager follows up on
my achievements, I feel valued 30
4
0 11
1
1 8 3.73 0.14
As a result of the sessions, I am more self-aware
and I tend to make better choices 25
3
7 12
1
6 10 3.51 0.11
From the finding on the respondent level of agreement on statement relating to performance,
majority of the respondents agreed that when my coach and line manager follows up on their
achievements, they feel valued as shown by a mean of 3.73. Further they agreed that The
coaching session has made them more accountable for their everyday actions and as a result
of the sessions, they are more self-aware and they tend to make better choices as shown by a
mean of 3.51. Further they agreed that their performance had improved as a result of
following up on agreed action plans as shown by a mean of 3.49 and finally recapping action
points from the last feedback session helps them keep on track as shown by a mean of 3.04.
42
4.7 Correlation Analysis
Table 4.17: Correlations Coefficient
Fee
dbac
k P
rovis
ion
Str
uct
ure
d C
oac
hin
g
Coac
hin
g
Envir
onm
ent
Em
plo
yee
Per
form
ance
Feedback Provision Pearson
Correlation
1
Sig. (2-tailed)
N 100
Structured Coaching Pearson
Correlation
.364 1
Sig. (2-tailed) .000
N 100 100
Coaching Environment Pearson
Correlation
.340 .594 1
Sig. (2-tailed) .000 .000
N 100 100 100
Employee Performance Pearson
Correlation
.173 .396 .276 1
Sig. (2-tailed) .000 .003 .002
N 100 100 100 100
On the correlation of the study variables, the researcher conducted a Pearson Product
Moment correlation. From the findings on the correlation analysis between employees
performance and various coaching practices, the study found that there was positive
correlation coefficient between employees performance and feedback provision as shown by
correlation factor of 0.173, the study also found a positive correlation between employees
performance and structured coaching as shown by correlation coefficient of 0.364,
association between employees performance and coaching environment was found to have
positive relationship as shown by correlation coefficient of 0.340.
43
4.8 Overall Regression Model
Table 4.18: Model Summary
Model R R Square Adjusted R Square Std. Error of the
Estimate
1 .890a .843 .831 .88195
Adjusted R squared is coefficient of determination which tells us the variation in the
dependent variable due to changes in the independent variable, from the findings in the above
table the value of adjusted R squared was 0.831 an indication that there was variation of
83.1% on the employee performance due to changes in feedback provision, structured
coaching and coaching environment at 95% confidence level. R is the correlation coefficient
that indicates the study variables relationship, the findings shown above indicate that a
positive relationship does exist between the study variables as indicated by the value of 0.89.
Table 4.19: ANOVA
Model Sum of Squares df Mean Square F Sig.
1
Regression 0.042 2 0.541 4.87 .014b
Residual 10.767 97 0.111
Total 10.809 99
From the ANOVA statistics in table above, the processed data, which is the population
parameters, had a significance level of 1.4% which shows that the data is ideal for making a
conclusion on the population’s parameter as the value of significance (p-value ) is less than
5%.
44
Table 4.20: Table of Coefficients
The following tables gives the coefficients which helps in establishing the regression line;
Model Unstandardized
Coefficients
Standardized
Coefficients
F Sig.
B Std. Error Beta
1 (Constant) 1.263 0.129 9.79 0
Feedback
provision
0.968 0.064 0.793 15.13 0.029
Structured
coaching
1.321 0.05 0.932 26.42 0.014
Coaching
environment
1.114 0.04 0.813 27.85 0.013
The established regression equation was; Employee Performance = 1.263 + 0.968 Feedback
Provision + 1.321 Structured Coaching + 1.114 Coaching Environment. The results of
regression equation based on three independent variables (Feedback Provision, Structured
Coaching, Coaching Environment) indicate positive and statistically significant relationship
(F = 4.87, p < .005) with dependent variable of employees’ performance. The independent
variables made for 81.1% of variance in employee performance as the dependent variable.
The results further indicate that all the independent variables effects are significant at 5%
level. The effect of Structured coaching (B=1.321, p<0.05), Coaching environment
(B=1.114, p<0.05) and Feedback provision (B=0.968, p<0.05) on employees’ performance
was significant, thus validating the proposed model. The independent variables effects on
employee’s performance were significant, which validates the model that has been proposed.
Hypothesis H1, H2 and H3 were supported in that feedback provision, structured coaching and
coaching environment did significantly affect employee’s performance.
4.9 Chapter Summary
Chapter four has mainly described the research findings on the effect of coaching on
employee performance at Standard Chartered Bank Kenya Limited. The study has indicated
that feedback when provided frequently does impact employee performance at Standard
Chartered Bank to a greater extent. Further, the study established that structured coaching
45
plan does influence employee performance to a greater extent. Coaching environment was
further established to influence employee performance to a great extent. The study findings
further showed that frequent provision of feedback; the use of structured coaching plans and
coaching environment were factors that were significant which positively influenced standard
chartered bank employee’s performance. The next chapter presents the study’s discussion,
conclusion and recommendations.
46
CHAPTER FIVE
5.0 DISCUSSION, CONCLUSION AND RECOMMENDATIONS
5.1 Introduction
This chapter presented the discussion of key data findings, conclusion drawn from the
findings highlighted and recommendation made there-to. The drawn conclusions and
recommendations focused on addressing the study’s objectives. The researcher had intended
to evaluate the effect of frequent provision of feedback on employee performance at Standard
Chartered Bank, to evaluate the effect of a structured coaching plan on employee
performance at Standard Chartered Bank and to determine the effect of the coaching
environment on employee performance at Standard Chartered Bank
5.2 Summary
An effective coaching program can be of immense assistance in increasing productivity and
engagement of staff in an organization. This research investigated the relationship between
coaching and employee performance among frontline employees and Line managers in
Standard Chartered Bank. This study sought to understand specifically how coaching builds
staff performance, and what areas need to be looked at so as to address any concerns the
coaches may have on the process. The study was guided by the following objectives; to
establish the effect of frequent provision of feedback on employee performance at Standard
Chartered Bank; to evaluate the effect of a structured coaching plan on employee
performance at Standard Chartered Bank and to determine the effect of the coaching
environment on employee performance at Standard Chartered Bank.
The study employed a descriptive survey design; Systematic random sampling was used to
obtain a sample of 140 respondents from a population of 200 frontline sales staff and
managers. The main instruments used for data collection was questionnaires. To ensure the
questionnaires were consistent and complete for analysis they were edited. The analysis of
the quantitative data collected was done with the help of descriptive statistics using SPSS
(Version 21) and presented through percentages, means, standard deviations and frequencies.
47
Analysis using multiple regression analysis provided the study’ variables relationship. The
information was displayed by use of bar charts, graphs and pie charts and in prose-form.
The study found out that majority of the respondents had worked for Standard Chartered
Bank for a period of 2-5 years and majority had not changed their current position.This was
an indication that all the respondents had a significant banking experience and had adequate
knowledge on the coaching procedures and whether it had yielded any substantive benefit to
the organisation.The respondents further indicated that the coaching’s sessions were
conducted by either external consultants or the line managers. This indicates that the people
used for this study were the right persons to provide the needed information for the research.
Further the study established that coaching was useful in helping the employees know their
priorities and understand their roles better. The coaching used at Standard Chartered Bank
was shown to help the banks employees continuously improve their performance. The study
further showed that the feedback channels used at Standard Chartered Bank did not
adequately provide for the employees individual coaching needs.
5.3 Discussions
5.3.1 Frequent Provision of Feedback on Employee Performance
According to the study’s results a significant relationship does exist between frequent
provision of feedback and performance of employees in the bank. The study revealed that
majority of the line managers held frequent coaching sessions with their juniors. This study
further revealed that external coaches were hired frequently to train employees in the entire
organisation cadre. These sessions were a great help to the employees and the managers as
they were able to continuously improve their performance in the bank. This has been
enhanced by the feedback channels at Standard Chartered Bank which are adequate to
provide for the employees coaching needs. Coaching thus helps employees to understand
both their priorities and roles.
This study also revealed that more needed to be done especially on the frontline sales staff
who felt that feedback channels used at Standard Chartered Bank was not adequate to
provide for their coaching needs. It was further revealed that coaching challenged their
thinking and offered them new options and continuously improves on their performance.
48
The staff also agreed that their coach provides feedback that helps them focus on the work
that they are doing, their coach explains to them the techniques that make them more
effective, feedback from their coach helps them correct errors in time and that their coach
tells them when they do a particularly good job and offers constructive criticism to help them
improve their performance. These findings concur to those of Kets (2012) who stated
feedback acts as a way to help the employee gain greater insight concerning his or her own
subjective experience, which can lead to better management of emotions and eliminate
subjective distortion of events.
The study further revealed that effective feedback provides help to coaches ‘who in return
correct errors on time. The line managers also agreed that they pay special attention to
correct the staff mistakes and that they tell them when they do a particular good job and offer
constructive critics to help them improve their performance. These findings concur to those
of Diamante (2008) who stated that feedback is key to maximum performance as a leader.
It also came to the researcher’s attention that the frequency of the coaching session was
adequate in the bank and in most cases coaches are sent an invitation in advance of the
coaching session for adequate preparation. Astorino (2012) revealed that the clearer the
department goals are, the easier it will be for employees to translate them into their own
individual goals. Coaching involves ensuring that employees stay focused and understand
priorities of the organization. Employees may also need technical direction in terms of
learning new tasks or taking on new assignments. Finally, the manager who also acts as a
coach has the responsibility of establishing commitment that can help the employees achieve
the results they are expected to achieve.
The research further revealed that employees’ performance had improved as a result of
following up on agreed actions, the coaching sessions had made them more accountable for
their everyday actions and that when their line manager follows up on their achievements
they feel valued. These findings are similar to those of Maurer (2008) who found that
feedback concerning good performance helped to enhance subsequent performance. In the
workplace, the coach may provide feedback to the employee, elicit feedback from the
49
employee, or manage the process of receiving, reviewing, and utilizing feedback from
internal and external workplace sources (Christensen, 2006).
5.3.2 Structured Coaching Plan on Employee Performance
The study revealed that there is a significant relationship between use of structured coaching
plan and employee’s performance. This study revealed that employees were not given
adequately in the areas they needed to focus on. According to the study, the frequency of the
coaching session provided by the bank did not satisfy the bank employee’s needs. These
findings concurred with those of Anderson (2012) who found that combining goal setting
with a well-planned coaching programme enhanced employee’s performance. An important
element that ensures success in coaching is the initial coaching partnership establishment.
Different organizations use different methods to pair up coach and coachee. In addition to the
arrangements for partnership and the need to allocate sufficient time to coaching experts
engaging in coaching need to recognise the ideal form of coaching dialogue. In other words,
there is need to be careful on the nature of contact the coach is establishing. Most
significantly they should understand the need to establish trust between each other. An
important element is the degree of confidentiality the coaching conversation is given.
The findings are also similar to those of Weiner (2015) who revealed that the coach has the
responsibility of ensuring the coachee’s expectations are set appropriately. A fundamental
element which the coach needs to stress early on is that it is not their job to provide answers
to problems or to tell others what to do; their role is to facilitate the coachee in identifying
their own way forward, being the experts in their own life. It is important that anyone who
has requested coaching, or who has been put forward for coaching, is clear about what
coaching is and what to expect from this. If the person is well engaged and understands the
process of coaching, then the coach will have an easy time working with such a person.
People often viewed coaching as a remedial activity which made it be negatively viewed by
people. So, it is essential that the coach spends time carefully explaining the purpose of
coaching, to ensure the individual has realistic expectations, and to avoid them
misinterpreting the reasons for coaching or feeling apprehensive about what will happen.
Failing to set realistic expectations at the start of a coaching programme has been found to
50
cause coachee’s stress and disappointment in the process (Gyllensten & Palmer, 2006). It is
therefore important to cover the following points when briefing the individual:
The regression model confirmed that structured plan significantly predicted the change in the
employee’s performance of standard chartered bank. This is a confirmation that structured
coaching plans positively affected employee performance. This indicated that structured
coaching plan can be used to statistically in a significant manner explain employee’s
performance of Standard Chartered Bank. Joseph (2006) affirmed these findings by
indicating that order for people to develop and grow towards optimal personal performance,
they require the right environment. They need to be accepted, valued and understood for
whom they really are. If the person does not feel valued for being themselves, but instead
only feeling valued for being the person that they perceive someone else (i.e. the coach,
manager) wants them to be, they will start to develop out of congruence with their intrinsic,
inherent path, which will result in distress and dysfunction. In case the coach acts as an
expert and provides the direction on what is good for the the coachee, the coachee can choose
to. Firstly, follow a path that is not the best one for them and secondly, they could very easily
become dependent on the coach for all decisions. A successful coaching programme should
end with the coachee having learnt how to coach themselves through decisions and actions.
5.3.3 Coaching Environment on Employee Performance
The study confirmed that a coaching environment does positively affect employee’s
performance. This study further revealed that coaches used coaching sessions to build their
confidence and that their coach’s mannerisms during the coaching session helped them relax
and respond better. According to Thompson (2002) a coach should act or deliver his services
to obtain maximal return on the investment. Rather there is a common belief that he should
have a broad knowledge together with a portfolio of tools and techniques to choose from.
However, some general characteristics that have been identified are the ability to listen and
ask powerful questions, together with the ability to support learning and the ability to create
trust. Moreover, as with other professions, customers expect coaches to have extensive work
experience in their field.
51
It was further revealed that during coaching, the coaches emphasized what should be done
rather than what employees did not do. The coaching environment can be used to help the
coaches use developed skills to solve problems and also effectively increase learning. These
finding are in line with those of Wasylyshyn's (2013) who stated that coaches believe it is
their responsibility to manage the relationship with their clients and successful management
of this aspect contributes to the likelihood of a positive outcome.
This study also revealed that the bank should be aware of the employees learning needs.
Thus, the two parties the employees and managers should effectively communicate their
needs for better results. For instance, if the manager arranges for a coaching session, It
should be designed and arranged in a way that It meets the needs of the employees so as to
enhance the employees capability to perform. In a similar manner, coaching should be done
in such a way that it is able to pass the needed knowledge. The findings are also in line with
those of Lowman (2015) who added that effective coaching within an organization appears to
integrate the dynamics of individual psychology approaches with the needs of the
organization on both individual and system levels, taking into account the environmental
context of each intervention.
A complete understanding of the corporate culture in which the coaching intervention is
taking place is also essential according to Richard (2013). Several factors influence the
success of the coaching outcome, and can be divided into two categories employee related
and skills and abilities. The first category, employee related, concerns the issue of employees
being motivated, committed and willing to adhere to their plan of action to achieve their
goals. The second category concerns the skill and ability of the coach to provide structure,
foster trust and rapport, and appropriately choose the correct coaching tools to use in each
coaching scenario. The regression findings implied that one positive unit change in coaching
environment led to a change in employee’s performance to a great extent at standard
chartered bank.
52
5.4 Conclusion
5.4.1 Frequent Provision of Feedback on Employee Performance
This study revealed that there was a significant relationship between frequent provision of
feedback and employee’s performance in the bank. The conclusion of the study is that when
coaching is used in the banking sector it can help reduce turnover as the employees will feel
valued and connected to the culture of the organization. When coaching is used in an
organization, it is important for the participants to learn that feedback is a powerful tool that
can be used to increase customer satisfaction, cultivate high trust working relationships,
improve employee performance and to cultivate both personal and professional relationships.
The study therefore concludes that without an effective feedback provision network,
organisations won’t achieve their coaching programme goals as expected.
5.4.2 Structured Coaching Plan on Employee Performance
The study revealed that there is a significant relationship between use of structured coaching
plan and employee’s performance. This study revealed that employees were not given
adequately in the areas they needed to focus on. This study therefore concludes that a
structured coaching plan promotes more open communication, is transparent, and builds trust
and mutual respect. The use of a structured coaching plan in any firm is an important
undertaking as the organization can create a workplace that encourages development and
learning using such a strategy.
5.4.3 Coaching Environment on Employee Performance
The study confirmed ha a coaching environment has a positive effect on employee’s
performance. This study further revealed that coaches used coaching sessions to build their
confidence and that their coach’s mannerisms during the coaching session helped them relax
and respond better. This study concludes that a coaching environment enhances morale,
motivates and helps in improving productivity. The study further concludes that companies
with a conducive coaching environment report significantly reduced staff turnover, increased
productivity, and greater job satisfaction.
53
5.5 Recommendations
5.5.1 Recommendations for Improvement
5.5.1.1 Recommendations for Effective Employees Coaching
In this section the researcher gives some recommendations that may assist in ensuring
effective coaching at Standard Chartered Bank. Coaching when used in an effective manner
can positively affect an organization. It can produce improved relationships and teamwork
between staff at different levels. Employees have increased job satisfaction, which improves
productivity and quality, and there is an overall improved use of people, skills and resources,
as well as greater flexibility and adaptability to change. Coaching when used in organizations
can help align an individual employee performance with the organization or team objectives,
can help improve the communication between the managers and the firm’s teams, can help
employees do better than their assumed limits, can maximize the individual strengths and
help employees take responsibility and ownership for their mistakes and actions.
The management should therefore ensure a well-planned and strategic coaching program is in
place and the coaching is done and implemented effectively. Not only that but also the banks
management should make sure that coaching program is exposed to all employees.
5.5.1.2 Frequent Provision of Feedback on Employee Performance
A feedback mechanism should be established at the start of any mentoring or coaching
programme. This will assist the coach to honestly evaluate if the program is a success or not
a success. It is important for informal feedback to be sought at all the stages of the program
so that any problems or changes can be made. Coaches are advised to suggest improvements,
enlighten hen and also inform them on how they are doing. Coaches should provide results of
events as close to the event as possible to enable the ideas they give to stay fresh in the
employees’ minds and so as to make any needed changes in a timely manner. The banks
coaches should come up with a routine which is frequent and a detailed discussion with the
employees on their performance. This routine should be informal in nature and the parties
should discuss their view on the employee development and performance.
54
5.5.1.3 Structured Coaching Plan on Employee Performance
The study recommends that more engagements and time should be allocated to fully
maximize on the coaching sessions in the bank. The coaching method improvements should
also be done on time. This will help in improving employees’ performance of Standard
Chartered Bank.The bank’s Human Resource department will need to develop sufficient
numbers of people as coaches. Applicants should be screened using an agreed procedure as
not every person will be suitable as a coach. All the candidates chosen should be in a position
in which they can be released from their roles so as to able to coach or mentor others. The
coaches need to keep a positive mind set so as to develop a broader focus and also benefit
from creative actions and thoughts. Coaches should facilitate this mood by facilitating an
atmosphere of interpersonal respect conductive to high self-esteem.
Assessors need to remember that while individual coaching may produce positive results
within short periods of time, its effectiveness as a leadership development strategy can only
be determined over the long term. Regular reviews of the process should question whether
coaching is truly making a difference to organizational strategy and performance
improvement. The purpose of the coaching session should be well explained to the employee
by the coach so that the employee has realistic expectations, this also reduces feelings that
are apprehensive in nature and also ensures the individuals do not misinterpret the reasons
behind the coaching.
5.5.1.4 Coaching Environment on Employee Performance
Coaches at the bank should be encouraged to have an introductory session with potential
coachees first. If the person does not feel right with a given coach he or she should be
allowed to see a different mentor or coach. In order for people to develop and grow towards
optimal personal performance, they require the right environment. The individual needs to
feel understood, accepted and valued for the person they really are. If the person does not feel
valued for being themselves, but instead only feeling valued for being the person that they
perceive someone else wants them to be, they will start to develop out of congruence with
their intrinsic, inherent path, which will result in distress and dysfunction. The coach should
therefore be very careful to not spend too much of the session talking and leading the
55
discussion. They should be consciously aware of slowing their thoughts and listening to the
coachee to help reflect back to the individual their situation and possible solutions.
5.5.2 Suggestion for Further Studies
The researcher wishes to call upon further researches on the following areas: An assessment
on Social factors affecting coaching programs in Parastatals. This study should focus on why
factors such as age, marital status or education background among others. The study should
once again, focus on how different coaching methods can be used to effectively impart
knowledge to employees of different educational background and job disciplines.
56
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APPENDICES
Appendix I: Letter Of Introduction
Catherine Muriithi
United States International University-Africa
P.O.BOX
Kenya
Dear Sir/Madam,
RE: REQUEST FOR PARTICIPATION IN A RESEARCH STUDY
I am a student undertaking my Master of Business Administration. In partial fulfilment for
the degree, I am currently conducting a study on the effect of coaching on employee
performance at Standard Chartered Bank Kenya Limited
I would be grateful if you could spare some time from your busy schedule and complete the
questionnaire. All the information provided will be used purely for academic purpose only
and will be treated with utmost confidentiality.
Thank you for your cooperation.
Yours sincerely,
Catherine Muriithi
64
Appendix II: Questionnaire
This questionnaire contains questions meant to measure the effect of coaching on the
performance of bank Staff. The data collected will be used for a research project that may be
shared with the management of Standard Chartered Bank to improve the work environment
and to enhance the performance of staff.
NAME (optional): _____________________________________________________
BRANCH (optional): ___________________________________________________
POSITION: ___________________________________________________
Kindly respond by ticking [√] in the boxes provided.
PART A: DEMOGRAPHIC INFORMATION
1. For how long have you worked at Standard Chartered Bank?
[ ] 1-2 years [ ] 2-5 years [ ] More than 5 years
2. How long have you worked in your current position?
[ ] Below 2 years [ ] 3-5 years [ ] 6-10 years [ ] Over 10 years
3. Please indicate your highest level of education.
[ ] PhD [ ] Masters [ ] Bachelors [ ] Diploma [ ] Certificate
65
In the following section, please indicate to what extent you agree with the statements
relating to the objectives of coaching:
SA=Strongly Agree A=Agree N=Neutral D=Disagree SD=Strongly Disagree
PART B: ROLE OF COACHING
ROLE OF COACHING SA A N D SD
Coaching helps me understand my
roles and helps me know what my
priorities are.
The coach at Standard Chartered
Bank helps me continuously improve
on my performance.
Coaching challenges my thinking and
offers new options.
Coaching has helped inspire me to go
above and beyond what is expected of
me.
The feedback channels used at
Standard Chartered Bank are adequate
to provide for my coaching needs
PART C: EFFECT OF PROVISION OF FEEDBACK
EFFECT OF PROVISION OF
FEEDBACK
SA A N D SD
My coach provides feedback that
helps me focus on the work that I am
doing
My coach explains to me the
techniques that make me more
effective
My coach tells me when I do a
particularly good job, and offers
constructive criticism to help me
improve my performance
My coach pays special attention to
correcting my mistakes
Feedback from my coach helps me
correct errors in time
66
PART D: STRUCTURED COACHING PLAN
STRUCTURED COACHING
PLAN
SA A N D SD
My coach sends me an invitation in
advance of the coaching session
I am satisfied with the frequency of
the coaching sessions
The length of the coaching sessions is
adequate to discuss the agreed goals
During the coaching session, I feel I
am given support in the areas I need
to focus on
I feel that information I log into the
CEMS is beneficial to me – can
provide valuable data to use during
the coaching session
PART E: COACHING ENVIRONMENT
COACHING ENVIRONMENT SA A N D SD
My coach’s mannerisms during the
coaching session help me relax and
respond better
My coach uses coaching sessions to
build my confidence
My coach’s tone of voice is soothing
and reassuring
My coach controls his/her emotions
during the coaching sessions
My coach takes into account my
suggestions when making decisions
During coaching, my coach
emphasizes what should be done
rather than what I did not do
67
PART F: PERFORMANCE
TRACKING PERFORMANCE SA A N D SD
Recapping action points from the last
feedback session helps me keep on
track
My performance has improved as a
result of following up on agreed
action plans
The coaching session has made me
more accountable for my everyday
actions
When my line manager follows up on
my achievements, I feel valued
As a result of the sessions, I am more
self aware and I tend to make better
choices
Please summarize what you feel you can now do, or do differently, as a result of the feedback
received from the coaching sessions:
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________
Please describe any particular achievements that you attribute, at least in part, to the effect of
receiving coaching. This could include gaining/changing strategies, increased productivity,
increasing market share, signing up new organisations into your portfolio etc. If possible,
please include a monetary value to the achievement.
___________________________________________________________________________
___________________________________________________________________________
__________________________________________________
Kindly suggest areas of improvement in the management for any future coaching
conversations:
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________
Thank you for your participation