The effect of workplace coaching on employee performance the case of tri an factory, nestlé vietnam

Introduction

Int h e presentbusinessenvironment,organizationsa r e subjectedt o i n c r e a s e d co mpetition,fast- pacedc h a n g e , increaseddemandsfromcustomersa n d differentstakeholders.Thesef actorsareputtingahugepressureonorganizations.Tocompeteandtakethelead,compan iesaremoreconsciousoft h e i r needofacompetent,motivatedandproductiveworkforce w h i c h i s considereda s a distinctiveandinimitableadvantage.

Traditional employee development often fails to yield the desired results, leading organizations to adopt coaching as a means to enhance self-confidence and self-efficacy among employees, ultimately driving effective actions (Passmore and Fillery-Travis, 2011) This trend is attributed to coaching's focus on improving performance through learning and change rather than directive instruction, making it a widely recognized development tool Coaching is defined by researchers in various ways; for instance, Smither (2011) describes it as a one-on-one learning and development intervention that fosters a collaborative, reflective, and goal-focused relationship to achieve valued professional outcomes Similarly, Grant (2001) characterizes coaching as a systematic process that is collaborative, solution-focused, and result-oriented, aimed at enhancing the coachee's performance across different domains while promoting self-directed learning, goal attainment, and personal growth.

Coaching, often associated with the sports industry, involves athletes investing significant sums to work with top coaches Rather than simply directing athletes, coaches focus on unlocking their potential by enhancing both physical and psychological strengths The primary role of a coach is to support, guide, and motivate athletes, helping them gain a deeper understanding of themselves to reach their highest capabilities This approach empowers athletes to discover what works best for them, rather than providing ready-made solutions.

Coachingaimst o empowerpeopleandhelpthemt o discovert h e i r p o t e n t i a l abil itiesa n d talentsinsteadoffocusingonw h a t t h e y cannotdo(Wright,2005).Afterall,coa chingi s aboutunlockingpeople’spotentialw i t h theintentiontoimprove/ maximizetheirperformance(Whitmore,2004);acoachdoesnotteachbutr a t h e r helpst hecoacheetolearn.Coachingcanbeachallengingendeavorfort h e coacheeaswellasth ecoach.Itisessentialforthecoachtohaveaclearunderstandingoftheirrolesandrespon sibilitiesaswellasbeingequippedwiththed e s i r e d behaviorsandcharacteristicstha tcanenableallpartiesinvolvedtogainthebestexperiencefromthe coachingsessions(Grant,2006).

The success of a coaching process heavily relies on the trustful relationship between the coach and the employee (Wu, Cheng, and Huang, 2010) To effectively implement coaching methods, the coach must first understand the cultural diversity of the individual employee (Serrat, 2010) Factors such as religion, race, color, belief systems, gender, and ethnicity can significantly influence the dynamics of the coach-coachee relationship (Wilkesmann & Fischer, 2009) The outcomes of coaching for employees include enhanced self-awareness, improved knowledge and skills, increased motivation and morale, clearer career direction, and heightened innovation, all of which contribute to better performance (Stolmack and Martin, 2011).

Despitetheglobalpopularityofcoaching,therei s ashortageinthenumberofem piricals t u d i e s exploringt h e e f f e c t s ofworkplacec o a c h i n g onemployeeperform ance.Morespecifically,t h e r e i s a n absenceofsuchs t u d i e s i n Vietnam,e s p e c i a l l y inthemanufacturingsector.Thetypicalrespondentsbeingsurveyedinthoser e s ea r c h es we re mainlymanagersorcoachesw ho havedeliveredt h e c o a c h i n g ses sionsbutnotcoacheeswhohavereceivedthe coachingsessions.

Therefore,thepurposeoft h i s s t u d y i s t o e x a m i n e somek e y factorslinkingw orkplacecoachingtoemployeeperformance,throughanalyzingtheperceptionofcoache sand coachees.The k e y factorsinvestigatedw e r e t h e coach-coachee

3 relationship,theawarenessandmotivationofcoachees(employees),andthesupportgi ventothem.

AboutNestlé Group,NestléVietnamCompanyandTriAnFactory

NestléGroupisaSwiss- basedcompanyspecializedinmanufacturingandt r a d i n g ofprocesseddairyandfo odsw i t h famousb r a n d s sucha s NAN,NescaféMilo,Maggi,a n d K i t K a t T h e com panywasfoundedi n 1866b y HenriNestlé,a Swisspharmacist.Today,Nestléhasmore than10,000differenttypesofproductsmanufacturedfromnearly500plantsin130count riesandeachdayNestlésellsoutmorethan1billionunitsworldwide.

Nestléh a s i t s presencea t Saigons i n c e 1912andstoppeddoingb u s i n e s s i n V i e t n a m in1972.In1992,LavieCompany,ajoint- venturebetweenPerrierVittelofNestléandaLongAnTradingCompanywasfounded.I n1993,Nestléofficiallyr e t u r n e d t o Vietnamand openeda r e p r e s e n t a t i v e of ficei n HoChiM i n h City.In1 9 9 5 , NestléVietnamwasbornandtheconstructionofitsf irstmanufacturingsitenamedDongN a i Factory( D N F ) s t a r t e d U p t o now,Nest léV i e t n a m h a s fourfactories,threeinDongNaiprovinceandoneinHungYenprovinc e.

(TAF)asoneofthose,islocatedatAmataIndustrialZone,BienHoaCity,DongN a i P r o v i n c e T h e t o t a l investmento f NestlétobuildTAFw a s n e a r l y 300millionUSD.Th efactorystartedtobebuiltinMarch2011andputincommercialoperationfromDecembe r2012onwards.Itisoneofthirty- twoNestlécoffeemanufacturingplantsworldwideandisthelargestfactoryinSoutheast Asiaw i t h t h e mostadvancedtechnologyintheworld.

P u r e SolubleCoffeepowder(PSC)andDecaffeinatedGreenCoffeebean(DGC),supply ingsemi- finishedproductstootherNestléfactoriesinVietnamaswellasothermarketsallovert h e world.T h e PSClinew a s p u t i n c o m m e r c i a l operationi n 2012andt h e DGCline w a s commissionedi n 2 0 1 4 Currentlyt h e extensionofTAF’smanufacturingc a p a c i t y i s ongoingb y i n c l u d i n g a NescaféDolceGusto(NDG)productionline,whic hisputintocommercialoperationasofJuly2018.TheNDG

4 plantwillproduceandsupplypremiumcoffeecapsuleproductsfor13countriesinAsia and Oceania(Australiaand NewZealand),includingVietnam.

TAFhasa totalheadcountof248peopleinwhich19personsare atManagementleveland229personsareatNon-

Managementlevel.TheeducationalbackgroundofTAFworkforceconsistsof54%peo pleg r a d u a t e d fromU n i v e r s i t y orhigherlevels,21%graduatedfromCollegeandt herestgraduatedfromVocationalSchoolorHighSchool.Mosto f TAFemployeesarema le,occupying86%oftheworkforce;only14%ofpopulationisfemalemainlyworkinginof ficeenvironmentorasclerks.

Aftermoret h a n fiveyearsofoperation,T A F employeeshavegaineda l o t ofknowled geandexperiences.Thefactoryhasbeenspendingasignificantamountofmoney,t i m e a n d efforti n t r a i n i n g anddevelopingi t s people.F r o m 2 0 1 3 u p t o 2 0 1 7 , TAFha sprovided69,297man- hoursfortraining,creatingafavorableenvironmentforpeople’slearning,workingandd evelopment.

Besidetheabovetraditionalpracticesofhumanresourcedevelopment,workplacecoac hinghasbeenappliedfromfirstdaysofTAFoperation.Coachingisoneofthem a n d a t o r y leadershipcompetenciesrequiredforemployees,e s p e c i a l l y formanagersands upervisors;anditisconsideredasapowerfultoolindevelopingpeopleandpromotingthei rperformance.Morethan80%ofTAFemployeeshavebeentrainedaboutbasicc o a c h i n g competencyan d thereforemanyoft h e m havebeenintheroleofacoachor/and acoacheeduringtheirdailyroutine.

Coachingisnormallyusedduringface-to-face,one-to- onediscussionbetweenacoachandacoachee.Managersmainlyusethetooltocoachth eirsubordinatesinordertomotivatethemdoingt h e i r besti n worka n d encouragethemt o a c t i v e l y participatein changes.

Nextt o abovepoints,c o a c h i n g h a s beenusedt o e n h a n c e s e l f - a w a r e n e s s ofemployees.Knowingtheirstrengthsandweaknesses,theirpotentialc apabilitye n c o u r a g e s t h e m t o bec o n f i d e n t i n takingchallenges,a n d t o findt h e improvedwaysofdoingthings.

Lastbutnotleast,coachingisusedtohelpemployeesseeingissuesandsituationsfro mdifferentanglesandhavethewidestviewpossible.Thiswillenablet h e m tofindthemo stsuitablesolutionleadingtoenhancedbusinesscontribution.

Duringcoachingsessions,coachesalsofeedbackabouttheemployees’behaviororperf ormance.Iti s a l s o a goodopportunitytorecognizet h e m forgoodworkd o n e , toliste nandgetfeedbacksfromemployeesabouttheirworkandanydifficultiestheyhave Bas edont h i s , t h e coachcanbuildgoodrelationshipw i t h employeesaswellassupportthem to findsolutionforthosedifficulties.

Therea r e alsocaseso f employeesc o a c h i n g t h e i r colleaguestoimprovet h e i r fu nctionalcompetencies.Anexamplewouldbehowtooperateproperlyandefficientlyaspec ificmachineortosolveaproblemoccurredinworks.

Problemstatement

Coachinghas beenapplieda t T A F formoret h a n fiveyears,s t a r t i n g fromt h e firstd aysof its operation.However,c o a c h i n g practices a re stillnotf u l l y utilizeda n d su stainedonthedailyr o u t i n e Managersstruggletoreservethetimeforc o a c h i n g oft h e i r subordinatesanddonothaveyetclearc r i t e r i a t o measuretheeffectivenessofcoac hing.

Besidest h a t , fromthes t r a t e g y ofF a c t o r y inyear2020(F2020)introducedbyNe stléGroupfromearly2018,theapproachregarding performancewaschanged.Inth epast,eachdivisionofthecompanyhaditsowngoalspecificallytoitsnatureofoperation Forexample,TechnicalDivisionhadthegoalofCostofProduction(COP)whileSu pplyChainDivisionhadthegoalofCostofDelivery(COD)andCommercialDivisio nshadthegoalofProductFixedMarketingExpenses(PFME).W i t h differentgoalsfordi fferentdivisions,theyd id notalwayssupportw e l l t h e goalofTotalDeliveryCost(TDC )–themostimportantgoalofthewholeorganization.

Byfocusingonitsowngoal,theTechnicalDivisionmayinsistentlyaskSupplyChain Divisiont o havea longr u n foreachproduct,whichwouldhelpfactoriesloweringtheCOP Ontheotherhand,alongruncanaffectSupplyChainDivisionb y r e q u i r i n g morestoragespaceandhavinghighriskofwrite- offbecauseproductscouldnotbesolda l l outbeforeg e t t i n g expired F i n a n c i a l l y sp eaking,a longrunc a n causehigherworkingcapitalandinadditionfromMarketingandS alesides,anegativeimpactr e g a r d i n g f r e s h n e s s ofp r o d u c t s a n d thereforea sho rtremainingshelf-lifeproductsforcustomers.

Toconclude,whileonedivisionc a n havebenefitofa solution,lossesm a y besufferedb y otherdivisionsa n d i n overall,t h e organizationcouldbenegativelyimpacted.

Technical,SupplyChain,HumanResource,FinanceorMarketinga n d S a l e s , havea c ommong o a l o f T D C S i l o t h i n k i n g andworkingw i l l hindert h e organizat iontoachievet h i s goal.Thus,t h e a i m istobreakallsilothinkingandtoworktogetheras oneteamtowardsthesamegoal.

Allsolutionsanddecisionsarebasedonthiscommon(TDC)goaloftheorganization. NestléGrouphas ca sc a d e d t he targettoallmarketstooptimizet h e operationa n d redu ce5 % ofT D C fore a c h yearfrom2 0 1 8 t o 2020.Iti s a v e r y challengingtargetforalldi visionsofNestléVietnamCompanyingeneralandforT A F inparticularasthecoffee productcategoryhasexperiencedfiercecompetitionw i t h i n localmarketaswellasover sea.

Witht h i s d i r e c t i o n , T AF needstosustaina n d furtherimproveitsoperationt o e n s u r e goodq u a l i t y p r o d u c t s deliveredwhilecostsa r e optimized.Towint h i s c hallenge,TAFemployees,ase a c h i n d i v i d u a l a n d a s a wholeteam,m u s t findbe ttera n d smarterwaysofworking.M o r e t h a n ever,employeesnee dt o bef u l l y a w a r e ofthechangeandcommittoit.Thechallengeistoenhancetheawarenessofemployeesabo utthisstrategy,a n d to convinceandmotivatethemtosupportthis c h a n g e

TheManagementBoardofTAFhasidentifiedthatcoachingisthemostimportanttoo lt o motivatea n d keepemployeese n e r g i z e d t o performt h e i r workswell.Inordertode livertheexpectedresults,coachingneedstobefurtherpromoteda n d enhanced.

A F a n d t h e levelo f i t s impactsont h e performanceo f employees.Basedonthat,rec ommendationsareproposedforfurtherimprovements.

Objectiveofthestudy

Thesuccessofanorganizationlargelydepends oni t s employeesa n d t h e waytheype rformtheirworks.Enhancingcoachingeffectivenesscanleadto improvementsofemployeeperformanceandi t i s vitalt o t h e successa n d sustainability ofbothorganizationa n d t h e individual.Therefore,t h e mainobjectivesofthisstudyare:

Todeterminetheimpactsofworkplacecoachingonemployeeperformance Toeval uatethe findingsandidentifytheopportunitiesforimprovementof workplacec o a c h i n g practicesi n o r d e r t o f u r t h e r promoteitseffectonemployeepe rformance.

Research questions

With theresearchobjectivesasabasis,thefollowingquestionswerecompiledtoe n s u r e thatth ere wasanalignmentbetweentheresearchobjectivesand thestudy.

Subjectsofthestudy

Thes t u d y wasco n d u c t e d a t TAF,NestléV i e t n a m Company.Employeesfroma l l departmentswhohavedeliveredcoachingand/ orbeencoachedwerethetargetsubjectsofthisresearch.

Scopeandlimitationofthestudy

- One-to- onec o a c h i n g a t workplacedeliveredb y i n t e r n a l coachesofT A F , meansfromm anagerstotheirsubordinatesorfrompeertopeer.

- Forc o a c h i n g effectiveness,t h e a u t h o r f o c u s e s onevaluatingt h e fourk e y factorswhichare:

Thes t u d y d i d notre- testt h e causalrelationshipo f c o a c h i n g a n d k e y d r i v e r s (coach- coacheerelationship,awarenessandmotivationofemployees,supportgiventoemploy ees).Thecausalrelationshipo f thosek e y d r i v e r s a n d employeeperformancew e r e ba sedonthefindingsof r e se a r c h es mentionedi n the literaturereviewpartand itwasthefoundationforthisempiricalstudyatTAF.

Frameworkofthestudy

Employeeperformanceisthedependentvariable,whichdependsuponworkplacec o a c h i n g effectiveness.L i t e r a t u r e reviewalsorevealst h a t employeeperforman ceisimprovedbyprovidingeffectiveworkplacecoaching.

Workplacec o a c h i n g i s t h e independentvariablei n t h i s research.T h e researchai mstoexplorethe effectsofworkplace coachingontheperformanceofemployeesa t

Theresearchfocusesi n t h e fourc r i t i c a l factorso f workplacec o a c h i n g effecti veness,whicharethecoach- coacheerelationship,theemployeesawareness,t h e motivationofemployeesand thesupportgiventoemployees.

Researchstructure

Thischaptercommenceswiththeenvironmentinwhichorganizationsaredoingbusi ness- fiercecompetitionandrapidchanges.Ithighlightshumancapitalasthecompetitivead vantageoforganizationsandcoachingisanimportantdevelopmenttooltopromotet h e e mployeeperformancethroughunlockingt h e i r p o t e n t i a l Itprovidesvaluabledetail sont h e backgroundandcontextw i t h i n w h i c h thes t u d y w a s conducted.Theobject ivesandtheoutlinesoftheresearcharedescribedinthisc h a p t e r

Thischapterpresentsliteratureontheconceptofworkplacecoaching,thee s s e n t i a l principlesofc o a c h i n g a n d i t s i m p a c t s onemployeeperformance.T h e literatu realsofocusesonfourkeyfactorsofworkplacecoachingeffectivenessthata r e t h e co ach- coacheerelationship,theemployeeawareness,t h e motivationofemployeesandthesup portgiventothem.Theliteratureinthischapterhighlightst h e causalrelationshipbetw eenworkplacecoachingandemployeeperformance.

Thischapterdetailstheresearchmethodusedinthisstudy.Itprovidesvaluableinsig htsi n t o t h e r e s e a r c h design,t h e samplingapproach,t h e r e s e a r c h instrumenta n d the processofdatacollectionu s e d Themethodforthestatistical analysiso f t h e d a t a willbedetailedin thischapter.Thischapter concludeswith adiscussionont h e ethicalconsiderationsrelevanttothisstudy.

Inthis chapter,theresearchfindingsofthestudya r e presentedinvariousgraphicalformats,na melyfiguresandtables.Theresearchfindingsareinterpreted anddiscussed;t h e researchquestionsand objectivesa r e verifiedthroughthek e y finding softhestudy.

Thisc h a p t e r highlightst h e conclusionsd r a w n andt h e practicalrecommendation soffered.Limitationsoft h e studya n d suggestionsforfurtherresearcharediscussedand proposedatthelastpartofthischapter.

Introduction

Theaimofthischapteristopresentacomprehensivereviewofresearchmaterialsr e l a t e d t o c o a c h i n g a t workplacea n d itscorrelationt o employeeperformance.Themai nsourcesusedforthisliteraturereviewcomprisedofresearches,books,journalarticlesand theinternet.

Thek e y factorscontributingtoworkplacec o a c h i n g effectiveness:T h e coac h- coacheerelationship,t h e awarenessa n d motivationofc o a c h e e s (emplo yees),and thesupportgiventoemployees

Workplace Coaching

The originandconceptofcoaching

The term "coach" originates from the Hungarian village of Kocs, known for its high-quality horse-drawn carriages, which became so popular that the name was adopted for all carriages (O’Connor and Lages, 2007) In the 19th century, English university students began using "coach" as slang for tutors who guided them through their academic journeys, akin to being carried in a carriage by their mentors (Wilson, 2004) By the 1880s, the term was primarily associated with sports coaching, highlighting its roots in athletic training, which can be traced back to ancient Greece, where coaches prepared athletes for the Olympic Games (American Management Association, 2008).

TheconceptofcoachingcanalsobetracedbacktoSocrates,thefamousGreekphilo sopher,whobelievedthatindividualshavetheirownanswerstothequestionsr a i s e d a ndlearnbestwhentheyhaveownershipoftheirsituation.Inthisway,hestimulatedc r i t i c a l t h i n k i n g a n d passedresponsibilityont h e individual,w i t h t h e latterbeingthef undamentalprincipleofcoaching(O’Connor andLages,2007)–“Icannotteachanybodyanything,Ican onlymakethemthink!”

Definitionsandessential principlesofcoaching

Coachingc a n bedefinedi n manydifferentwaysde p e n d i n g ont h e “how”andt h e “why”ofitsimplementation,aswellasonthe“way”itisperceivedbyscholarsa n d practi tioners.

Coaching is defined as a one-on-one learning and development intervention that fosters a collaborative, reflective, and goal-focused relationship to achieve valued professional outcomes (Smither, 2011) It is a systematic process aimed at enhancing the coachee's performance across various domains while promoting self-directed learning, goal attainment, and personal growth (Grant, 2001) This partnership typically involves the coachee and their manager, who seeks to develop the employee’s skills and unlock their full potential (Antonioni, 2000) According to Whitmore (2004), coaching is about unlocking a person's potential to maximize their performance, emphasizing that it transcends mere technique or dialogue; it represents a holistic approach to managing and treating individuals (Whitmore, 2004) Furthermore, Rosinski (2003) views coaching as an art, highlighting its nuanced and dynamic nature.

Coachingusuallyinvolvestwoparties,thecoachandthecoachee,i.e.thei n d i v i d u a l beingcoached,and isusuallyaone-to-onerelationship.Itisprobablytheo n l y non- therapeutickindofrelationshipwheret he coacheehasnothingtoworryaboutrega rdingtheotherparties.Thesoleinterestintheconversationandtheonlyfocusi s t h e coa chee,nott h e coach.Iti s generallyusedfordevelopmentand growth,toimproveperformanceandtoachievegoalspertainingeithertopersonalorpro fessional subjects.

Coaching interactions aim to enhance the coachee's awareness, self-belief, and responsibility, which are essential for unlocking human potential and achieving goals Awareness involves understanding one's thoughts, emotions, and actions, as well as recognizing the environment and others Coaches facilitate this process by encouraging coachees to broaden their perspectives, identify unnecessary elements, and fill gaps in their understanding Taking ownership of personal decisions fosters learning and engagement, ultimately building confidence essential for growth Key coaching principles include being blame-free, solution-focused, and encouraging action, with the coach acting as a neutral guide rather than an expert A good coach supports and listens, directing the coachee towards problem-solving rather than dwelling on issues By the end of the session, coachees should feel empowered to make necessary changes, having established clear goals and gained valuable insights.

Ont h e whole,t h e abovementionedprinciplesa n d k e y elementso f c o a c h i n g c r e a t e a n environmentinw h i c h t h e individualw i l l learna n d behavedifferently,t h u s resultinginenhancingthatperson’scapabilityofperformingorrealizinglong

14 andshort-termgoals(MillerandHoman,2002).Theprocessis100percentcoachee- led,withthecoacheesettingthecontentandagendaandthecoachmanagingandfacilitati ngit.

Int h e nextsection,w e a r e goingtof o c u s onworkplacec o a c h i n g a n d somefa ctors,whichare criticalforcoachingeffectiveness.

Whyworkplace coaching?

Coachingh a s growntremendouslyovert h e pastfewd e c a d e s , a n d businessen vironmentswereacatalystinthis.Coachingopportunitiesandapplicationsintheworkplac ea r e numerous,a n d sow i t h i n corporations,workplacec o a c h i n g f o u n d r i c h soil togrowandflourish.

Literaturestronglysuggeststhatworkplacecoachingcanbothplayakeyroleinimpro vingi n d i v i d u a l a n d organizationalperformancea n d assistingindividualst o r e a c h theirfullpotentialthroughlearninganddevelopmentprocesses(Grant,2 0 0 6 )

In today's rapidly changing world, coaching plays a crucial role in helping individuals embrace and promote change, which can ultimately transform organizations As corporate uncertainty rises, managers face increased pressure to coach their teams to adapt quickly and perform effectively The demand for a wide range of managerial skills, particularly coaching competencies, is essential for navigating complex environments Additionally, fostering social capital within organizations has become a key competitive advantage, making traditional supervision inadequate Emphasizing cooperation, inclusion, empowerment, and motivation, coaching facilitates trust and open communication among team members, enhancing overall performance.

Somekeyfactorsforcoachingeffectiveness

Coachingmaynotdeliveritsexpectedresultsa n d nothavea n y valuet o t h e organizat ionifi t i s appliedwrongly.Forc o a c h i n g t o workeffectively,t h e r e a r e manycritical factorsthatcouldhinderorfosteritsresults.Inthisstudy,theauthorfocusedont h e follo wingfourfactorsaffectingt h e c o a c h i n g effectiveness:t h e coach- coacheerelationship,t h e supportsgivent o coachees( e m p l o y e e s ) , t h e awarenessofe mployeea n d themotivationofemployee.Thesefactorsw i l l beassessedcriticallyin thefollowingpartofliteraturereview.

Trust plays a crucial role in the success of coaching relationships, as highlighted by various researchers (Hunt & Weintraub, 2002; Gyllensten & Palmer, 2007; Grant, 2014) Gyllensten and Palmer (2007) emphasize that a coach's ability to foster trust is a key predictor of coaching success Establishing mutual trust is one of the primary steps in the coaching process Similarly, Hunt and Weintraub (2002) assert that trust within the coach-coachee relationship is arguably the most important element for effective coaching In essence, a trusting relationship between the coach and coachee serves as a foundational element for successful coaching outcomes.

Coaches should focus on building effective relationships with their coachees by utilizing various tools and techniques By asking questions, listening attentively, and making coachees feel valued and centered in the conversation, coaches can create an environment where coachees feel relaxed and confident Being open, friendly, and approachable allows coaches to connect with coachees, encouraging them to share personal experiences Additionally, coaches must recognize that each coachee is a unique individual, and while one approach may work for some, it may not be effective for others.

Alongw i t h buildingt r u s t w o r t h y r e l a t i o n s h i p a s mentionedabove,givingem ployeesthesupportisimportanttocoachingeffectiveness(Wilson,2007;Grant,2 0 1 4 ) Effectivecoachesstartbyensuringthattheiremployeesareproperlysupportedsothatt heycanperformeffectively(Longenecker,2010).Aneffectiveleaderw i l l e n s u r e t h a t t h e i r employeeshaveallfacilities,information,a u t h o r i t y a n d / o r sanctiontheyneedtogetthejobdone.Allofthesefactorssetthestageforemployeep erformancea n d a r e theprimaryresponsibilityofanymanagerw h o is seriousaboutimpr ovingtheperformanceoftheiremployees.Startinghereisc r i t i c a l becauseitprovesto employeesthattheirleaderiswillingtoequipthemtodotheirworkandsendsamessage thatthemanagerisseriousaboutthesuccessoft h e employee.Equippingpeopletosucce edjustmightbeacoach’smostimportantjobthatisnotalwaysgiventheattentionthatitdes erves.

Researchindicatest h a t c o a c h i n g outcomesc a n bep r e d i c t e d b y fivek e y c o a c h i n g behaviorsandoneofthoseisgivingthesupporttocoachees(employees)

( G r a n t , 2014).Coachessupporti n transferring intendedchangeintopracticet hroughtechniquessuchasrehearsalofspecificactionswithinthecoachingsession,sh adowingoraccompanyingt h e coacheewhilsttheyp e r f o r m i n t e n d e d actionsorb ehaviorchangesin theworkplace(Grant,2014)

Byactivel i s t e n i n g , t h e coachensurest h a t t h e coacheefeelscomfortableandmo tivatedtotalkabouttheirissues,feelingsandproblems.Agoodcoachisagoodlistenera n d t h e y remembert o looka t thingsfromt h e c o a c h e e ’ s pointo f viewr a t h e r thanju sttryingtoforcetheirownviewsandopinions.

Additionally,askingthecoacheetosharesomethingsthattheyfeelproudofint h e i r careercanbeverybeneficial,especiallywhenthecoacheeissomehownegativetowards coaching.Bya s k i n g themt o discusspositivethingsr e g a r d i n g t h e i r careeroften w i l l makethemlessg uar de d, lessnegativeorsuspiciousaboutcoaching.T h i s canmak ethemfeel morecomfortablew h i c h wouldconsequentlymeanthat theywillmoreengagein thecoachingprocess.

However,challengingi s a l s o v e r y i m p o r t a n t i n coachingprocess.Thecoachs houldchallenget h e coacheet o thinkc r i t i c a l l y andfindopportunitiesforf u r t h e r im provementr a t h e r t h a n justleavethemi n t h e i r comfortzonet o t a l k a b o u t t h e thin gsthattheyaredoingwell.Followupquestionsthatchallengethecoacheecanbee q u a l l y important.S u c h questionsc a n beforexample:Howd i d youa c h i e v e successinthe se 2-3thingsand howcanyouusewhatyoulearntnow?

Thesechallengingquestionscanhelpt h e coacheetoconsiderdifferentperspectivesando ptionsthat theydidnotconsiderbefore.T h e i n t e n t i o n i s nott o d r a w t h e i r a t t e n t i o n t o t h e negativepartso f t h e i r workbutto helpthemunderstandtheirabilitiesandcompetencieswhichtheycoulduseandexplorefurt her intheirrole.

Itisi m p o r t a n t t o u n d e r s t a n d t h a t t h e r e i s n o rightorwronga n s w e r a n d t h a t differentpeoplehavedifferentbackgrounds,experiences,valuesandexpectations.

T h e coachneedstolearnhowtocopewiththemandhowtodealwiththemrathert h a n j udgingthem.Sometimeswhenthereisaperceivedweaknessinapersonyouc a n usethat weaknesstocreateasuccess.Forexample,ifyouare dealingwithapersonthat changestheirmindallthetime,rather thanconsideritasadisadvantageforthatperson,whynotviewitfromtheperspectivethatt hepersoniscreative.Agoodcoachunderstandsthatsomepeopleadjustquickerthanothe rsandthecoachshouldalwayskeepthisinmind.Bybeingsupportiveandpatient,itcanall owthecoacheetotakehis/ hertimetomodifytheirbehaviorwithoutdiscouragingthembybeingtoocritical.

Insummary,coachingisallabouthelping/ supportingemployeestounlocktheirpotential(Whitmore,2004).Topromotethecoachin geffectiveness,itisveryimportantforcoachestoshowtheirfullsupporttoemployeesme ntallyandphysically.Tocreateasafeenvironmentinwhichemployeescanfeelcomfor tabletakingtherisksnecessarytolearnanddevelop.

Thenotionofa w a r e n e s s i s e m b e d d e d int h e organizationall i t e r a t u r e Int h i s study,theauthorfocusesontwoconceptsofa w a r e n e s s : employeeself- awareness a n d businessawareness.

Therearemanyd e f i n i t i o n s ofs e l f - a w a r e n e s s ; Hofstadter( 2 0 0 7 ) equatess e l f - awarenesst o consciousness.Wikipedia( 2 0 1 6 ) statest h a t i t i s t h e c a p a c i t y f orintrospectionandtheabilitytorecognizeoneselfasanindividualseparatefromtheenvi ronmentandotherindividuals.PathwaytoHappiness(2015)arguesthat“self- awarenessi s h a v i n g a clearp e r c e p t i o n o f yourpersonality,i n c l u d i n g s t r e n g t h s , weaknesses,thoughts,beliefs,motivation,andemotion.Self- awarenessallowsyout o understandotherpeople,howtheyperceiveyou,youra t t i t u d e a n d yourresponsestothemin themoment”.

Self-awareness is crucial for employee development, enabling individuals to make wiser decisions and better understand their thoughts and feelings Instead of blaming external factors for failures, employees should adopt a broader perspective and learn from their experiences This self-recognition fosters personal growth and encourages positive change Additionally, business awareness is essential for employees to perform effectively, as they must stay informed about changes in the firm's external environment and internal dynamics.

’sstrategicgoalsaswella s anunderstandingoftheimpactoftheirworkontheachieveme ntofthesegoals.Havingclearinformationaboutafirm’sstrategicgoalsandthechangeso ccurringi n its externalenvironmentallowsemployeestoseethe“bigpicture”andcre atest h e buy- inn e e d e d forongoingimprovementsi n t h e business.Employeesshouldhavegoodjudg menta n d bea w a r e ofshiftingfinancial,social,political,technological,an denvironm entalforces– t he contextinwhichtheir organizationoperatesandbeabletoleveragethisknowledgei n dailyworkactivities.

Effectivecoacheshelpemployeesenhancetheirawarenessbyencouragingthemt o s hare t h e i r personalpointo f v i e w a n d t h e i r perceptionaboutworkandorganization;b asedont h a t coachesgiveemployeest h e feedbacka n d challenget h e m tothink andgaininsightsofthesituation(Wilson,2007).Whentheyarecleara n d convincedabout whatarethebestthingstodo,theywillcommittoperform a n d delivertheexpectedr esultswithoutorwithminimalsupervisionandcontrol.In

If a coach fails to promote employee awareness, it can lead to disengagement and a lack of motivation among employees, potentially resulting in their departure from the organization To enhance employee awareness through coaching, it is crucial that coachees understand what coaching entails, its value for both individuals and the organization, and the methods involved, as these factors significantly influence the outcomes (Wasylyshyn, 2003) Without this understanding, coachees may be less engaged in the process due to misconceptions about the company's intentions, particularly since coaching has often been associated with performance issues and used as a remedial tool for correcting behavior (Underhill et al., 2009).

Inconclusion,self- awarenessa n d businessa w a r e n e s s enableindividualst o bemorereceptivet o develop menti n theirworkingenvironment,allowingt h e m torespondmoree f f e c t i v e l y t o c h a l l e n g i n g a n d changingsituations( D a n e , 2011).Goodself- awarenessandbusinessawarenessmayfacilitatetheimplementationofi n t e n t i o n s i n t o a c t i o n Theyenableemployeestoachievei n t e n d e d work- relatedgoals.Coachingpromotesemployeeawarenessbyhelpingand encouragingthemtoperformtheirbestand in turncontributesignificantlytoorganizationgoals.

Motivation is defined as the act of stimulating oneself or others to achieve desired actions (2012, p.34) According to Price (2001), motivational factors serve as stimulators that enhance employee productivity and performance However, motivation is a relative concept influenced by an individual's personality, background, education, culture, experience, age, preferences, and tastes It cannot be generalized due to its multidimensional nature, as different factors may motivate individuals differently Therefore, it is essential for coaches to understand each employee's unique needs and preferences to foster motivation effectively Since people's inner thoughts are often invisible, coaches must be attentive to the appropriate motivation styles for each individual to enhance performance and job satisfaction.

Motivation is a key competitive advantage for organizations, significantly impacting employee performance (Johnson, 2005) When employees are motivated, their job satisfaction increases, leading to enhanced performance Parfvonova (2009) highlights that motivation boosts employee commitment, job appreciation, participation, and decision-making, which ultimately aids organizations in achieving their goals Consequently, motivation encourages employees to intensify their efforts and effectively manage challenges, demonstrating a direct correlation with improved performance (Uddin et al., 2013).

AccordingtoStener(2007,p.31),“coachingcontributestoindividualdevelopmen tbyofferinganopportunitytoimprovethemotivationandskillsoftheemployees,w h i c h i n t u r n w i l l increaset h e i r j o b performance”.T h u s , c o a c h i n g interventions haveproventohaveapositiveimpactonemployeemotivation.Thisi s f u r t h e r backed byAmorosea n d Anderson-

Butcher(2007)w h o highlightt h e positiveliaisonbetweenc o a c h i n g sessionsa n d e mployeemotivation.W h e n t h e coacheesperceivethesignificantinvestmentgrantedb ytheirorganizationstodeveloptheirskills,theygethighlyenergeticandpassionateabout theirwork.Thecoacheesappreciatet h e attentiono f thecoachw h o usespersonalizedt e c h n i q u e s T h i s amplifiest h e i r motivationa n d makesthemw a n t t o s a c r i f i c e morefort h e organizationtheybelongto.Int h i s r e s p e c t , Granta n d O’Connor( 2 0

1 0 , p.103)affirmthatgoodc o a c h i n g improvesmotivation,developsunderstandinga n d g e n e r a t e s apositiveattitudeandself- efficacy,whichleadtoprogressandchange.Motivatedemployeesaremorewillingtota keinitiativesandtodoubletheireffortstowardsperformanceenhancement.

Employee performance

Performanceisaconceptdescribinghowapersoncanusehisownpotentialorr e a l k nowledge,skillsandabilitiesinordertoreachhisowngoalsorexpectations.Itist h e perce ntageofu s i n g t h e c a p a c i t y ofpeoplei n ordert o completea work

21 successfullyinacertainperiodoftime(Yıldızetal.,2008) AccordingtoMangkuna gara(2001),employeeperformanceistheresultofthequalityandq u a n t i t y ofworkac hievedbyanemployeeincarryingouthisdutiesinaccordancew i t h t h e responsibilitie sa s s i g n e d t o him.EmployeeperformancehasalsobeenrecognizedbyBilginetal. (2012)asthequalitativeandquantitativeevaluation,asw e l l a s t h e consequenceso f a particularassignedtask.Furthermore,G e o r g e andJones(2008)statethatemployeepe rformancemaybeperceivedastheevaluationofanindividual’soutcomeofa certainjobthat indicateshowwellorpoorlyajobisperformed.

Employeeperformancei s t h e keyb e h i n d thesuccesso f anybusiness.W h e n emp loyeeshavegoodperformance,theycontributegreatlytoorganizationgoalsalongwithcust omersatisfaction.Inordertoimprovetheperformanceofemployee,first,itisnecessarytor ecognizestaff,todistinguishbetweensuccessfulandunsuccessfulstaff(Pınar,2012).Ina dditiontothispurpose,toprovidefeedbacktoemployeesrelatedtotheirperformance,tocr eateanddeterminegoals,todeterminet h e purposesofbusinessand thedevelopmentneeds,toimprovetheperformanceofwholebusiness,toprovideguidan cetoinsufficientemployeesarealsoamongthepurposesofperformance evaluation(Grote,2001).

Therea r e t w o c r i t e r i a ofemployeeperformancemeasurement,n a m e l y ( 1 ) t h e measurementi s basedont h e finalresults( r e s u l t s - b a s e d performanceevaluation)a n d ( 2 ) themeasurementi s basedont h e behavior(be havior-basedperformanceevaluation)(Gomes,2003).

Measurementsbasedonr e s u l t s m e a s u r e t h e achievemento f t h e organization’sg oalsormeasureonlyt h e f i n a l results.T h e goalsa r e setbyt h e organizationmanage ment,andthentheemployeedrivenandassessedtheirperformancebasedonhowmucht heemployeeachievedthegoalswhichhavebeenset.Thiscriterionreferst o t h e concepto f managementb y objectives( M B O ) T h e targetsa r e cleara n d canbemeasuredquant itatively.However,itsmainweaknessisinthepracticeoforganizationallife,manyjobsa renaturally non- quantifiable,sotheycannotbemeasuredquantitatively(Gomes,2003).

Measurementsbasedonbehavioremphasizet h e waysa n d meanst o achievegoals,a n d notonlyt h e achievementoft h e e n d results.Measurementsb a s e d on behaviorareleaningonthequalitativeaspectsratherthanmeasurablequantitativeaspec ts.Measurementsbasedonbehavioraregenerallyassumedsubjectivewhereemployee scanaccuratelydeciphertheeffectiveperformanceforhimselforforhiscoworkers.Perf ormancebasedonbehaviorala s p e c t s o f t h e disclosure,broaderaspectsofthe workinordertoobtain acomprehensivepictureofperformance.

Int h i s study,t h e employeeperformanceismeasuredonbehavior- basedmeasurementswiththreedimensions:Workproductivity,productqualityandcu stomersatisfaction,w h i c h a r e perceivedb y employeesthroughc o a c h i n g practice satworkplace.

Relationshipbetweenworkplace coachandemployee performance

Today, companies are focusing on enhancing their human capital skills to improve performance and compete effectively in the market By implementing coaching, they aim to boost employee performance According to Rider (2002), coaching is valued for its ability to help managers and employees learn and develop, thereby enhancing both personal and organizational effectiveness Additionally, Selman (2012) argues that to differentiate themselves from competitors, companies must possess the capability to implement suitable changes, foster long-term relationships, and demonstrate integrity and consistency in their responsibilities and values Ultimately, coaching is about creating the right conditions for individuals to perform at their best.

Incoaching,e m p l o y e e s r e c e i v e i n s t a n t feedbackaboutt h e i r performance;t h i s reinforcessuccessandhelpsthemquicklytocorrectanymistakes.Coachinghelpscoac hest o bringoutt h e besti n employeesthroughoutt h e organizationa n d t h e y begint o e mbraceandengagei n criticalthinking.Employeesa t alllevelsacceptownershipa n d acc ountabilityfort h e i r w o r k i n g productandrelationships.Theyr e q u i r e lessdaily anddirectsupervisionfrommanagersastheydeveloptheirskillsa n d strivetoreachtheirf ullpotential (Whitmore,2004).

Inabusinesscontext,itisimperativethatmanagershavesolidcoachingskills.T h e s e skillsareinstrumentalinassistingemployeestoimprovetheirperformancea n d int urnt o achievet h e goalso f organization(Demarco,2 0 1 3 ) Accordingt o

Demarco( 2 0 1 3 ) , a managerw h o i s ablet o coachisa b l e tomakea profoundimpro vementi n t h e p e r f o r m a n c e o f employeesw h i l e keepingthemmotivated.Ma nystudiesdemonstratedt h a t c o r r e c t l y c o a c h i n g employeespositivelyimpactst h e bottom- linea n d f u r t h e r t h a t organizationst h a t havea d o p t e d a combinationapproach oftrainingandcoachinghaveachievedsignificantbottom- lineprofitability.Trainingasastand- aloneemployeedevelopmenttoolisabletoimproveproductivitybyonly22.4%,howeve rascombinationofbothtrainingandc o a c h i n g increasesproductivitybyapproxima tely88%

(Demarco,2013).TheIndustrialSocietyproducedareportbasedonasurveyof5,700 HumanResourcespecialistswith84%ofrespondentsagreethatworkplacecoachingge neratesimprovementsi n employeeperformance;79%agreet h a t i t allowsfulleruseofi ndividual’stalents/ potential;and69%agreethatitpromoteshigherorganizationalperformance/ productivity(Wilson,2 0 0 4 ) Furthermore,i n t h e s t u d y ofLongenecker(2010),asa mpleof219managersweresurveyedandaskedtorespondtoaseriesofquestionsaboutwo rkplacecoaching;oneofthefindingswast h a t 93%ofmanagersa g r e e t h a t employee sw a n t a n d n e e d c o a c h i n g t o improvet h e i r performance.

Summary

Int h i s c h a p t e r , literaturerelatedt o coaching,employeeperformancea n d t h e c orrelationbetweenthesetwovariableshasbeencriticallyreviewed.

Forworkplacec o a c h i n g e f f e c t i v e n e s s , t h e a u t h o r h a s focusedont h e fourk e y elements,whichareusedastheinputsforthesurvey.Theyare:

• Thecoach- coacheerelationship:Rapportist he heart ofcoaching;buildinggoodrelationshipwit ht h e coacheei s thek e y fort h e coacht o delivere f f e c t i v e l y c o a c h i n g sessions.B ybeingopen,f r i e n d l y andapproachable,t h e coachc a n w i n overt h e coacheeandhel pthemtoopenu p andsharetheirpersonalexperiences.W i t h o u t trustfulrelationship, alleffortsofthecoachcouldbeuseless.

• Supporttoemployees:Coachingisallaboutsupportingemployeestounlockt h e i r potential.Itisveryi m p o r t a n t forcoachestoshowtheirfullsupporttoemployeesme ntallyandphysically.Itdeterminesthatthecoachisseriousaboutthe successofemployeesa n d makest h e m f e e l safet o taker i s k s forlearninga n d dev eloping.

• Employeea w a r e n e s s : Havinggoods e l f - a w a r e n e s s andbusinessawareness helpsemployeestohavebetterunderstandingab outthemselvesandabouttheorganizationals t r a t e g y a s wella s t h e e x t e r n a l envir onmenti n w h i c h t h e i r organizationis workingon.Thesehelpemployeestosee“bi gpicture” ,thentheyw i l l committ o perform anddelivert h e expectedresultswitho utorw i t h minimalsupervisionandcontrol.Th e coachhelpsemployeestoenhancethea warenessbyunderstandingtheirpointofviewa n d perceptionaboutworka n d organizati on;basedonthatthecoachgivesemployeesthefeedbackandchallengethemtothinka n d gaininsightsofthesituation.

• Employeemotivation:Motivationi s t h e “fuel”fora machinet o run.Ifemployeesdonothavegoodmotivation,theycannotper forma n d delivertheresultsasex pec te d Therefore,keepingemployeesmotivatedisv e ry importanttoboosttheirperformance.Coachingisallaboutemployees,thecoachis nottheretot e l l ordirectemployeeswhattodobuttoencourageandsupportthemtofin dtheirownsolution.T h i s g e n e r a t e s thefeelingo f beingrecognizeda n d increasesj obsatisfaction,whichleadtoprogressandchange.

Bypracticingwelltheabovefourfactors,theworkplacecoachingeffectivenessw i l l beimproveda n d a s t h e outcome,i t h a s positivee f f e c t onemployeeperformance. Thegeneral conclusiondrawnfromthereviewoftheliteraturedemonstratesthatt h e r e isadefinite needforworkplacecoachingandthatthebenefitsofworkplacec o a c h i n g aresignifi cant.Asaresult,workplacecoachingbenefitsindividualsatapersonallevelbyworkingo nimprovingindividualperformance,and,subsequently,organizational performance.

Introduction

Thischapterdescribeshowtheresearchwasconducted.Itexplainstheresearchdesig n,thetargetpopulation,andthesampleofthestudy.Inaddition,themethodsu s e d ford a t a collectiona n d howt h e d a t a w e r e analyzedtoproducet h e requiredinformationfor thisstudyare explained.

ResearchDesign

Thisstudyisaquantitativestudy,whichisaimedatcollectingdatathatdescribet h e ch aracteristicsofpersons,eventsorsituations.Asurveystrategywasemployedt o allowt h e r e s e a r c h e r t o collectquantitatived a t a AccordingtoSanders ( 20 07 ), t h e surve ystrategyisusuallyassociatedwithdeductiveapproach.Itismostfrequentlyusedt o a nswer who,wha t, where,howmucha n d howm a n y Surveysa r e oftenusedtocollec talargeamountofdatafromsizablepopulation.

Target Population

Thetargetpopulationw a s all248personsw h o a r e permanentemployeeso f TAF.

W i t h i n t h i s population,o n l y employeesw h o haveplayedt h e rolea s t h e coach,and/orthecoacheeincoachingsessionswillbeaskedtoparticipateinthesurvey.

Sample SizeandSamplingapproach

Bryman& Bell( 2 0 0 7 ) positt h a t t h e decisionaboutt h e samplesizei s multifaceted and thatthereisnosinglecorrectanswer.

Determining the sample size often involves balancing precision, time constraints, and costs (Bryman & Bell, 2007) The sample size is significantly influenced by the type of data analysis planned and the conclusions the researcher aims to draw (Davies, 2007) For descriptive or exploratory surveys, a sample size of 60 to 120 is typically recommended, while hypothesis testing requires a larger sample to effectively observe differences between key variables (Davies, 2007) This research was conducted at TAF, which has a total of 248 employees, and the author aims to gather feedback from as many respondents as possible A single random sampling approach was utilized, targeting the entire population across all departments of TAF, where most employees work on shifts.

Questionnaire

Commonsourcesoferror

Intheinstancethatsurvey errorsdooccur,therearesomecommonsourcesthatcontributeto theoccurrenceoftheseerrors(Bryman&Bell,2007).Thesecommonsourcesare:

Themanneri n w h i c h thed a t a i s processed,e i t h e r w h e n answersoft h e res pondentsarebeingcodedorwhenthedataisbeingenteredisflawed.

Constructionofthequestionnaire

Bhattacharyya(2006)positsthataquestionnairehastwofunctions.Firstly,th e ques tionnaireshouldeffectivelytranslatetheresearchobjectivesintospecificquestionsa n d secondly,i t shoulde n c o u r a g e cooperationfromt h e r e s p o n d e n t s t o provideco rrectinformation.Theconstructionofaquestionnairecomprisesofninefollowingstep s(Bhattacharyya,2006):

2) Determinet h e typeo f questionnairet h a t w il l beutilized(personalinterview, email)

4) Determinet h e typeo f questionst h a t w i l l beusedi n t h e s u r v e y (open- e n d e d , ranking,closedetc.)

9) Maket h e n e c e s s a r y amendmentstot h e questionnairea n d preparet h e final questionnaire.

Employee performance(codedasEP)with 8questions

Pre-testingandvalidation

Theprocessof pre-testing thequestionnaireisvitallyimportantindeterminingiftherearea n y weaknessesi n t h e d esign(Coopera n d Schindler,2003).T o ensuret h a t validitya n d r e l i a b i l i t y oft h e q u e s t i o n n a i r e , 10participantsfromd i f f e r e n t departmentswe r e rando mlyselectedt o participatei n t h e pre- testingprocess.T he feedbackobtainedfromt h e participantsoft h e pre- testingprocessenabledthea u t h o r toamendsomewordingsofquestionstobemorecom monforbetterunderstanding.Thiswasalsotakenintoconsiderationthatthequestionnair ewouldbe translatedfromEnglishtoVietnameseforlocalemployees.

Validity

Accordingt o Treiman( 2 0 0 9 ) a researchinstrumentsucha s a questionnairei s o n l y validifitsuccessfullymeasureswhatitwassupposedtomeasure.Asthereisn o specificte chnicalapproachthatcanbeutilizedtoassessthevalidityofascale,t h e onlyassessme ntofvaliditycanbeachievedbytheconstructionofanapplicablet h e o r e t i c a l linkbet weentheconceptanditsinstrument,aswellastheoreticallinkbetweent h e concepta n d othervariables(Treiman,2 0 0 9 ) T h e questionsfort h i s s t u d y wereformulatedaft eracomprehensivesearchoftherelevantliteraturewascompleted,t h u s t h e question shavea strongt h e o r e t i c a l basisw h i c h ensuresitsvalidity.

Reliability

Reliabilityr e f e r s totheabilityofthesamemeasurementtobecarriedoutcontinually overperiodoftimetoprovidethesameresults(Treiman,2009).Inthiss t u d y theresear chinstrumentusedonlyrequiredt he participantst oindicate theirpreferredanswer withatick.Theauthormadeuseofonlyclose- endedquestions,t h u s nodiscussionresponseswererequiredfromtheparticipants.

Thesefactorsc o l l e c t i v e l y madethisr e s e a r c h instrumentconsistentw h e n coll ectingd a t a a t variedtimesd u r i n g t h e studya n d evena t a laterstagei n t h e study.Fu rther,theresultsachievedinthepre- testingprocesswerethesameastheresultsachievedin thestudy,whichstronglysupportedthereliabilityofthe testing.

Data CollectionMethod

Researcherscanmakeuseofeitherquestionnairesorinterviewstoextractinformationf romrespondents(Krishnaswamyetal.,2006).Aresearchermaychooseeithersingleormu ltipleprocedurestocollectdata;theapproachadoptedbyt h e researcherisdependentonth e researchstudy(Krishnaswamyetal.,2006).Datafort h e purposesofr e s e a r c h maybeobt ainedfromtwopossibles o u r c e s namely,primarysourceora secondarysource.

Datat h a t i s obtainablefrompublishedr e s e a r c h journals,i n books,re po rt s a n d publicationsthat areavailabletothepublic.

Ar e s e a r c h e r mayp e r f o r m a searchford a t a t h a t isa l r e a d y i n e x i s t e n c e w i t h i n a n organization.T h i s d a t a couldbei n t h e f o r m o f o r g a n i z a t i o n a l reports,minutesofmeetingsandvariousotherformsofinternalcommunications.

Ar e s e a r c h e r c a n performa searchford a t a onvariousdatabasest h a t a r e foun dontheWorldWideWeb.

( 2 0 0 6 ) suggestt h a t primaryd a t a m a y becollectedb y makinguseofeither aqu estionnaireorbyconductinginterviews.Theresearchercoulduseobservationasapri marydatacollectiontool.Thisdatacollectionapproachentailsthe researcherobservingcertainphenomenain theirsubjects.

Hardcopyofquestionnairew i l l b e morec o n v e n i e n t andfasterforemployeesto respondsincetheydonotneedtoaccessacomputertodoaswithe-form.

Thes u r v e y supportersc a n explaintor e s p o n d e n t s i n casetheyh a v e anyqu estionsin a timelymanner.

To ensure the success of the survey, the author communicated the study's purpose to Heads of Departments and supervisors via in-person meetings and emails, seeking their support before distributing the questionnaire Trained survey supporters were present to assist participants with any questions while completing the questionnaire Initially, participants were asked to read the Introduction Letter and confirm their involvement in coaching sessions, either as coaches or coachees, before receiving the questionnaire The survey took approximately 15 minutes to complete, with participants filling it out during breaks or at the start or end of their shifts Responses were measured on a five-point Likert scale, ranging from 1 (strongly disagree) to 5 (strongly agree) Conducted from April 9 to April 20, 2018, the survey distributed 214 questionnaires to employees across all departments of TAF, resulting in 190 completed responses.

MethodsofData Analysis

After collecting the data, the next step involved meaningful analysis The original data for this study was captured in Microsoft Excel and subsequently exported to SPSS version 20.0 for analysis A total of 190 questionnaires were completed and deemed suitable for analysis Descriptive statistics were employed to summarize the primary data, utilizing simple percentages to convey findings The statistical analysis for individual variables included frequency distribution statistics presented in terms of frequency counts and percentages.

31 weregraphicallyillustratedi n t h e formo f bargraphsa n d c h a r t s T h e statisticalanal ysisalsocomprisedofcrosstabulationstatisticsintheformoftwo- wayf r e q u e n c y distributiontablesthatcalculateddifferencesbetweenthedemograp hicalvariablesandanyadditionalvariablesofinterestin thestudy.

Ethical Considerations

Ethicalconsiderationspervadeallaspectsofresearchdesignandextendbeyondt h e collectionandpresentationofdata.Theau th or purposelyperformedthefollowinga c t i v i t i e s toe n s u r e t h a t a l l e s s e n t i a l e t h i c a l considerationsw e r e approp riatelyaddressed:

Therelevantconsentw a s obtainedfromT r i AnFactory,NestléV i e t n a m Compa nytoconductthisstudy

Theparticipantswereprovidedwithdetailedinformationthatprovidedvaluableinsig htintothebackgroundandpurposeofthisresearch.Theinformationprovidedalsoexplai nedwhatwasrequiredoftherespondentsinrelationtoa n s w e r i n g thequestionnaire Also,accompaniedwiththequestionnairewasacoverletterthatdetailedthe natureofthisstudy.

Participantsw e r e informedoft h e factt h a t theirparticipationi n thiss t u d y w a s pure lyonavoluntarybasis.Theywerealsoinformedthattheycoulddeclinetotakepartinthe studyiftheyfeltintimated.

Thes t u d y d i d notr e q u i r e participantstofurnisht h e i r namesorc o n t a c t details,thusprovidingassurancethattheirsubmissionswouldremainconfidential.

Summary

Theresearchdesignusedin thisstudywasquantitative.Thesampleforthestudyw a s obtainedthroughsimplerando msamplingofTAFpopulation.Thedatacollectionapproachesaswellasthestatisticala nalysistechniqueswerealsodiscussedinthischapter.Thequestionnairewasdesigne dtoensurethatitreflectsf u l l y theperceptionofrespondentsabouthowworkplacecoac hinghasbeenapplieda t TAFanditsimpactsonemployeeperformance.Thequantita tiveapproachwasfollowedbecauseitsupportedthelargesamplesizefrombothcollecti onandanalysisperspectives.

Introduction

Thischapterpresentstheanalysesandfindingsofthestudy.Itprovidesgeneralinfor mationgatheredfromtherespondentsindeterminingtheperceivedeffectsofworkpl acec o a c h i n g ont h e employeeperformancea t TAF,NestléV i e t n a m Company.214 employeesfromalldepartmentsacrossTAFwereaskedtorespondt o t h e questionnairea ndt h e authorh a s receivedb a c k 190completedquestionnaires.

The questionnaire was designed to gather data on two key areas of coaching: the critical factors influencing workplace coaching effectiveness and the impacts of coaching on employee performance The first part addressed four essential factors: the coach-coachee relationship, employee awareness, employee motivation, and the support provided to employees The second part examined the effects of workplace coaching on employee performance through three dimensions: work productivity, product quality, and customer satisfaction as perceived by employees Additionally, the study explored how demographic differences might affect the effectiveness of workplace coaching and its subsequent impact on employee performance.

Sample Description

Total214employeeswereaskedtoparticipateinthesurveyand190participantscomple tedthequestionnaireandsentbackto theauthor.Therewere

24participantsw h o havenotcompletedandsentthequestionnairesbacktotheauthor. Themainreasonisthattheywerebusy anddidnothavetimetoanswer.For34personswhod i d notjointhesurveyw e r e mainlyt h e newcomers,notparticipatedinanyc o a c h i n g sessionyet,andaminoritywereonlea veort he surveysupporterscouldnotreachthem.

With190respondents,theresultsshowedthat84.2%weremale,themajorityoft h e p articipantswereequalorlessthan40yearsold(95.8%),82.1%havegraduatedfromcollege orhigherlevelo f e d u c a t i o n , overh a l f o f participants(51.6%)haveworkedatTAFfor morethan3years,and59.7%wereoperatorsorclerks

(Table4.1).Thesefiguresshowedthatthestudyh a d asignificantvarietyo f responden ts,e s p e c i a l l y forthea s p e c t o f workingposition.T h i s couldprovidediversifie dfeedbacksofemployeesandwouldhelptorevealbettertheinsightsofworkplacecoachi ngat differentangles.

Among1 9 0 respondents,t h e r e w e r e 1 1 persons( 5 8 % ) playedt h e r o l e oft h e c oachincoachingpractices,85persons(44.7%)werethecoachees,and94persons(49.5%) haveplayedbothrolesofthecoachandthecoachee(Figure4.1).

Mostofemployees( 1 5 8 persons,8 3 2 % ) haveattendedt h e c o a c h i n g trainingse ssion,buttherewerestill32persons(16.8%)whohavenotattendedthattrainingyet(Figure 4.2)

Coachee Coach and Total service Coachee

Count Percent Count Percent Count Percent Count Percent

Employeeshavenotyetbeent r a i n e d r e g a r d i n g coaching w e r e mainlypersons w h o joinedT A F lessthan1 year( 1 9 persons,5 9 4 % ) a n d mosto f themw e r e coa chees(25persons,78.1%).Therewerestillsomeemployeeswhohaveworkedformoret h a n 3 yearsa t T A F butstilld i d notyetj o i n t h e training( 7 persons,2 1 9 % )

Itledt o t h e questiont h a t whyt h e s e employeeshaven o t participatedi n t h e t r a i n i n g andifthereareanyimpactsofmisconceptionofcoachingbenefitsperceivedb y themthroughc o a c h i n g p r a c t i c e s ?

Evaluatethereliabilityofmeasurementscales

Thereliabilityof thescalewasevaluatedusingCronbach'sAlphatechnique.Theresultsofthereliability analysisofthescalesa r e showninTable4.3.All measurementscaleshadgoodr e l i a b i l i t y (Cronbach'sAlpha> = 0.6andCorrectedI t e m -TotalCorrelation>= 0.3).

Critical factorsofthecoachingeffectiveness

Coach–Coachee Relationship

Withregardstocoach- coacheerelationshipbuilding,majorityi n d i c a t e d thatcoacheshavefocusedonbuildi ngrelationshipwithemployees.Resultsshowedthat6 0 % oft h e respondentsagreedorst ronglyagreedt h a t coacheshavebuiltgoodrelationshipwithcoachees,andonly2.6%o ftheparticipantsdisagreedorstronglydisagreedthatcoacheshavebuiltgoodrelationship withthem(Figure4.3).

CR5 Thecoachconstantlyprovidesemployeewithtruthfulandconstru ctivefeedbacks abouthis/herperformance 3.96 765 1 5 190

QuestionCR2(Table4.4)hadthelowestscorecomparingwithotherquestions.Itcould indicatethatcoachessomehowhavenota d j u s t e d theirapproachw e l l enoughtofitea chindividualemployee.

Deeperanalysisrevealedt h a t t h e r e w e r e differentsupportlevelst o thisstatementb etweenpersonswhohaveattendedthe trainingcourseabout coaching( M e a n = 3. 94)andpersonsw h o h a v e nota t t e n d e d t h a t t r a i n i n g (Mean= 3.50)

(Figure4 4 ) Itprovedt h a t e m p l o y e e s beingt r a i n e d aboutc o a c h i n g h a d betterunderstandingaboutthepurposeandbenefitsofcoaching,andthentheyweremoreen gagedin thecoachingprocess.

AspreviouslydiscussedinChapterTwo,everycoacheeisauniqueindividual,there foreoneapproachmightbeappropriateforthiscoacheebutitmightnotbeaseffectiveforan other.Moreover,thecoachisnottheretoformanykindofopiniononthecoachee’saction s,behaviorsorthinking,butinsteadtoremainanex te rn al n e u t r a l andobjective“eye

”oftheindividualwhothenwillchallengethemtolookforn e w perspectivesi n a suppo rtiveway(Wilson,2007).T o betterbuildt h e relationwithemployeeswhichenablesthe effectivecoaching,coachesneedtopaymoreattentiononthisaspect.

Employee Awareness

Withr e g a r d s t o employeea w a r e n e s s , resultsshowedt h a t 70.5%oft h e r espondentsagreedors t r o n g l y agreedt h a t c o a c h i n g h a s helpedtoi m p r o v e t h e i r self- awarenessa s w e l l a s businessa w a r e n e s s andonly1.6%o f t h e respondentsdisagr eedorstronglydisagreedthatcoachinghasenhancedtheirawareness(Figure4 5 )

Thereweregoodresultsforallquestionsrespondingfortheemployeeawareness(Table 4.5).ThisrevealedthatworkplacecoachingpracticesatTAFhaveimprovedsignificantlyt h e employeeawarenessaboutthemselvesandbusiness.Itis thefoundatione n c o u r a g i n g employeesto“unlockt h e i r potential”(Whitmore,2 0 0

4 ),t h e n enhancingt h e i r performance,a n d inreturnpromotingt h e organizationperfor mance.

Employee Motivation

Alongw i t h employeea w a r e n e s s , employeemotivationh a d v e r y positivefeed backfroms u r v e y participants.T h e resultsshowedt h a t 6 6 3 % oft h e respondent sagreedorstronglyagreedthatworkplacecoachinghashelpedtoimprovetheirmotivatio nto work betterandonly2.6%of theparticipantsdisagreedorstronglydisagreed thatcoachinghavemotivatedthem(Figure4.6).

Ascriticizedinliteraturereviewpart,motivationisconsideredoneofthemaincompeti tiveadvantagesofmanyorganizations(Johnson,2005).Wheneveremployeesgetmotivat ed,theirworksatisfactionisenhancedleadingtoaboostint h e i r performance.Andwit htheverypositiveresultofeverysinglequestionofthes u r v e y (Table4.6),itprovedth atTAFhasbeenusingeffectivelyworkplacec o a c h i n g topromotethemotivationofits employees.

Support giventoemployees

Withregardst osupportgivent o employees,r esu lt s showedt h a t 58.4%oft h e respo ndentsmentionedpositivelythatcoacheshaveprovidedtheneededsupportst o employ eesbyequippingthemwithtools,solutionandauthoritytoexecutetheirworkse f f e c t i v e l y aswella s h e l p i n g t h e m toovercomeanyobstaclestheymayconfrontinwork.On ly1.6%respondentsdisagreedorstronglydisagreedwiththat(Figure4.7).

Ontheotherside,therewerestill40%oft h e respondentsnotbeingfullyconvincedthat coacheshavereallyprovidedthemallsupportsastheyexpectedandt h i s createdtheroom forimprovementin futureatTAF.

Coachingi s a l l a b o u t helping/ s u p p o r t i n g employeest o unlocktheirpotential(Whitmore,2004).Topromotethec oachingeffectiveness,itisveryimportantforcoachestoshowtheirfullsupporttoemp loyeesmentallyandphysically.Itcreatesa safeenvironmentinwhichemployeecanfeel comfortabletakingtherisksn e c e s s a r y tolearnanddevelop.Thesurveyresultofeach detailedquestionrelatedt o supportingemployeesatTAFwasgood,butthequestionCS1 hadlowerscorecomparingtootherquestions(Table4.7).Deeperanalysisofthecorrelatio nofthisquestionwithdemographicdifferencesrevealednosignificantdifferentresults.

Summary

Ingeneral,t h e s u r v e y resultshavei n d i c a t e d thatallfourfactorsaffectingt h e effe ctivenessofworkplacecoachingwereeffectivelypromotedinpracticesatTAF.T h e empl oyeea w a r e n e s s h a d thehighestnumberofrespondentsa g r e e i n g a n d strongl ya g r e e i n g w i t h a l l questions,followedb y t h e employeemotivation.T h e coach- coacheerelationshipa n d t h e supportgiventoemployeesalsoh a d goodresultsbutthen umberofrespondentsagreeingorstronglyagreeingwaslowerthanforthetwopreviously mentionedfactors.Thereareroomsforfurtherimprovementr e g a r d i n g thewaythatco achesusetoapproachemployeesincoachingprocessandt h e timebeingspentbycoachesf orcoachingemployeesatworkplace. actsoncoachingeffectivenessaswellasemployeeperformancew i l l beevaluatedatthe lastpastofthischapter.

The EffectofWorkplaceCoachingonEmployee Performance

Employee performance

Employeeperformanceresultsfromtheworkplacecoachingactivitieswereprovided d i r e c t l y b y the r e s p o n d e n t s basedontheirperceptionsa n d experiences.T h e resu ltsshowedt h a t 6 2 6 % o f t h e respondentsagreedorstronglyagreed t h a t workplaceco achinghashelpedtoimprovetheperformanceofemployeesandonly1 6 % respondents disagreedorstronglydisagreed with that (Figure 4.8).

Theobservationvariablesusedthe5- pointLikertscale,andthemidpointofthescalew a s 3 Ift h e meano f t h e observedvariab lesw a s greatert h a n 3 ( s t a t i s t i c a l significance),therespondentswereinclinedtoagr ee.Thepoint3isuncertain(noagreeordisagree),asthestartingpointoftheLikertsca lewasnotfrom0,sothe

45 middlepointof3.5(i.e.:70%x5)waschosen.Thus,ifthemeanvaluewasgreatert h a n 3.5 ,therespondentshavefavorablyagreed.

Table4.8showstheeffectofworkplacecoachingonemployeeperformancehasmeano f 4.02overall.Forindividual sub- group,themeanis3.99pointsforworkproductivity,4 0 7 pointsforproductq u a l i t y a n d 4 0 1 pointsforcustomersatisfaction.Allaresignificantlyhigherthanpoint3,aswell as3.5.Thus,fromtheperspectiveofrespondentswhohaveexperiencedaboutworkplace coaching,c o a c h i n g practiceshavepositivelyaffected theemployeeperformance.

Code Variable ValidN Mean Min Max Std

Morespecifically,table4.8showsthatworkplacecoachingactuallyaffectedallob servationalvariablesrelatedtoemployeeperformance.Inparticular,workplacec o a c h i n g hadt h e greatestinfluenceont h e qualityofproductproducedb y employees(EP3,Mean=4.21),thesecondwastogivetheemployeemoreinspirationan dmotivation.

(EP6,Mean=4.12),thethirdwasthequalityofcustomerserviced e l i v e r y (EP2, M e a n = 4.09),andt h e fourthw a s t h e employeeownershipofproductqualityassurance(EP8,Mean =4.04).

Correlationbetweenworkplace coachingeffectivenessandemployee performance

Table4.9indicatesthatthereisasignificantcorrelationbetweenfourkeyfactorsofwork placecoachingeffectivenessandemployeeperformance.Allvariableshavea meanvalue greaterthan3.9points,thussignificantlypositiveresults.

Ingeneral,theresultsprovedthatworkplacecoachingatTAFhasbeenappliedeffe ctivelyate v e r y singleaspecta n d ith a s supportedt h e factorytoe n h a n c e t h e perfor manceo f employeesa n d i n consequencecontributingt o t h e g o a l o f organization.

Statistics Relationship Support Awareness Motivation EmployeeP e rf o rmanc

Respondentscanbegroupedaccordingt o age,g e n d e r , educationbackground,worki ngposition,timeofservice,roleincoachingand,attendanceinthecoachingt r a i n i n g course.Table4 1 0 describesi n mored e t a i l t h e assessmentoft h e correlationofwork placec o ac h i n g effectivenessandits impactonemployeeperformancebysuchspeciali zedgroups.Theanalysisrevealedsomepointswhichn e e d t o behighlightedandassessed.

Employee Performance Relationship Awareness Motivation Support Mean

Mean Mean Mean Mean training course

Firstly,t h e r e w a s a significantperceptiongapbetweenemployeesw h o haveatten dedthecoachingtrainingcourseandthosewhohavenotyet.Employeeswhohavenotatt endedt h e trainingcourseh a d muchlowerlevelofa g r e e m e n t ont h e effectivenessofw orkplacecoachinganditseffectonemployeeperformance.This nderstandingaboutthepurposeandbenefitso f coaching,andtheya r e moreengagedin the coachingprocess.Furtheranalysisof thisgroup(Appendix3)showst h a t thescorewasmuchlowerfromrespondents:

Haveapositionofofficerorsupervisor, Wo rkedat TAFmorethan5years,

Thesecondpointi s relatedt o educationalbackground.Employeesw h o h a v e gradu atedfromuniversityhadthelowestlevelof agreementontheeffectivenessofworkplacecoachinganditseffectsonemployeeperfor mance.Detailedanalysisforbachelorgroup(Appendix4)indicatesthatthescorewasm uchlowerfromrespondents:

Have service timeatTAF oflessthan1yearormorethan5years,

Andespeciallywho havenotattendedthetraining courseaboutcoaching.T h e thirdpointisabouttheroleincoaching,employeesplayingth eroleofonlycoacheehadlowestlevelofagreementontheeffectivenessofworkplacecoa chinga n d i t s effectsonemployeep e r f o r m a n c e Furtheranalysisfort h e coacheegr oup

49 showedt h a t withint h i s group,t h e followingemployeesh a d lowestscore(Appendix 6):

Nextfindingwasaboutfemaleemployees,theresponsefromthisgroupshowedt h a t t heyhadlowerlevelofagreementaboutcoachingeffectivenessanditseffectonemplo yeeperformancecomparingw i t h maleemployees.Mored e t a i l a n a l y s i s aboutt h i s g roupshowst h a t respondentswh ograduatedfromuniversity,b e i n g att h e positionofo fficerorsupervisor,andworkedatTAFformorethan5yearshadlowestscore(Appendix7 ).

Lastbutnotleastwas aboutemployeeswhowereunder twenty- fiveyearsold;theyh a d lowerscorecomparingw i t h otheragegroups.Furtheranalysisoft h i s groupindicatesthatemployeeswhograduatedfromuniversityandhavenotatte ndedthetrainingcourseaboutcoachinghadlowestscore(Appendix8)

Management discussionaboutthefindings

Thesefindingshavebeenhighlighteda n d discussedw i t h TAFManagementBoardt ogetbetterunderstandingwhythesegroupshadlowerlevelofagreementt h a n othergro ups.Thediscussionoutcomesare asfollowing:

1) Theresultw a s empiricallyprovedt h a t employeesw h o havebeentrainedabout c o a c h i n g havebetterunderstandingaboutt h e meaning,t h e purposea n d theb enefitsofcoaching.Thus,theyaremoreopenandengagedinthec o a c h i n g pr ocesscomparingw i t h employeesw h o havenota t t e n d e d thec o a c h i n g t rainingyet.

Workplace coaching can be a challenging task for both coaches and coachees It involves supporting individuals through feedback, advice, and guidance to enhance their personal effectiveness within the organization Coachees may often feel uncertain about what to expect, lack clear objectives, or feel apprehensive about discussing personal feelings and thoughts Therefore, coaches must be prepared and adaptable in their approach to encourage coachees to open up and communicate more freely This tailored approach is crucial, as these employees tend to be more sensitive than other groups.

Theyaref e m a l e : Theyprefert h e c o a c h t o havet h e gentleapproachi n coach ing:notstraightforward,notmuchchallengingbutsofta n d sentimental.Theref ore,i f t h e coachd i d notapproacht h e m well,theycouldfeelnegativelya boutcoaching Moreover,th e pressurefromtheirworkas wella s t h e pape rworksofeachdepartment,wh ich w e r e oftenassignedto femaleemployees makingthem,feltoverloadedanddidnothavetimeforcoaching.

Theyareemployeeswhohavegraduatedfromuniversity,beingofficersorsuper visors,a n d haveworkeda t T A F formoret h a n 5 years:T h e s e groupsofem ployeeshavegoodknowledge,goodexperiences,thentheyhavehigherexpe ctationaboutwhatthecoachcanoffertothemthroughc o a c h i n g sessions.So,ifthecoachcouldnotdeliverastheirpreferences,i t wouldbehardtodrawt heirattentionincoaching.Furthermore,whent h e s e employeeshaveimpro vedth ei rperformanceast he coachinduced t h e m (theprincipleofcoachin g),theywouldexpecttobepromotedtoahigherpositionort o a n e w job.Iftheor ganizationcouldnotm a n a g e

51 promotionsa s t h e i r expectation,t h e engagemento f t h e s e employeesi n c o a c h i n g wouldbedown.

Theyareyoungemployees:Theyaret h e Y generationa n d theydonothighlya p p r e c i a t e c o a c h i n g buttheyw a n t t o movefasti n t h e i r c a r e e r (sal ary,position,etc.).These personsarealsonewcomersandhavenotattended thecoachingtraining,sotheirunderstandingislimited.

3) Coachingisallaboutthecoachee,thecoachisnottheretoteachortogivesolution buttochallenge thecoacheetofindsolutionbythemselves(Wilson,2 0 0 7 ) However,therewerec asesthatthecoachgavesolutions/ actionstot h e coacheeandaskedthemtoactonthose.Itmadethemfeelbeingforc edt o d o a n d t h e y w e r e noth a p p y tod o t h a t Moreover,somecoacheshave m a i n l y usedcoachingforemployeeswhohadproblemsinwork,soitcouldleadt othemisperceptionofcoachingpurposesandbenefits.

Building trustful relationships with employees is essential for effective coaching, as it encourages them to share their perspectives openly This openness allows coaches to provide valuable feedback, challenge employees, and help them gain insights into their situations (Wilson, 2007) When employees receive timely encouragement and support, they are more likely to commit to delivering expected results with minimal supervision (Wilson, 2007) To foster such trust and provide necessary support, coaches need to invest significant time with employees, particularly those in specific groups However, coaches often struggle to find the time to offer the feedback that employees genuinely need.

Summary

Theresearchresultsshowedt h a t workplacec o a c h i n g h a s beenimplementedeff ectivelyatTAFand hadpositiveeffectsonemployeeperformance.

Allfourkeyfactorsofworkplacecoachingeffectivenesshadgoodscores.Thefact orhavinghighestscorewasemployeeawareness(CA,Mean=4.08),thesecondwasempl oyeemotivation(CM,Mean=4.02),followingbycoach-coachee relationship(CR)withMean=3.95andthesupportgiventoemployees(CS)withM e a n =3.93.Andthe resultsshow thatworkplacecoachinghaspromotedsignificantlyth eperformanceofemployees(EP,Mean =4.02).

Theanalysisr e s u l t s a l s o i n d i c a t e d t h a t therearesignificantperspectivediff erencesof respondents amongdifferentdemographicgroups.Employeeswh oa r e y ounger,graduatedfromuniversity,female,atthepositionofofficerorsupervisor,worke datTAFformorethanfiveyears,playedtheroleofonlycoacheeandhavenotattendedthetr ainingcourseaboutcoachinghadlowerscorecomparingw i t h othergroups.T h e f i n d i n g s havebeens h a r e d andpossiblerootcauseshavediscussedamongmembersofTAF ManagementBoard.

Conclusionofthestudy

Thes t u d y soughtt o evaluatet h e effectivenessofworkplacec o a c h i n g a n d i t s ef fectsont h e employeeperformance.T h e s t u d y targetedT A F employeesa t allworki ngpositionsa n d a r e a s wh ohaveinvolvedi n c o a c h i n g practices Th e s t u d y used d a t a whichw e r e collectedu s i n g a questionnairet h a t w a s s e n t outto2 1 4 respo ndentswithinTAFand 190questionnaires havebeencompletedandsentbackt o the author.

The survey results indicate that workplace coaching practices at TAF have been effectively implemented, with coaches recognizing the importance of building strong relationships with coachees (employees) as a critical factor for successful coaching outcomes By fostering mutual trust, coaches guide employees through coaching sessions that enhance their self-awareness and understanding of the work environment at TAF and Nestlé Vietnam Company This supportive atmosphere encourages employees to define their goals, increasing their motivation and commitment to organizational objectives Additionally, coaching sessions allow coaches to gain insights into employees' perspectives, expectations, concerns, and challenges, enabling them to provide the necessary support for optimal performance.

Workplace coaching practices at TAF have proven to be highly effective, positively impacting employee performance All four key factors of workplace coaching effectiveness received favorable scores, demonstrating a strong alignment with employee performance outcomes Analysis revealed that employees from various demographic groups held differing perspectives on workplace coaching at TAF Notably, those who graduated from university, held officer or supervisor positions, were female, had over five years of tenure at TAF, participated solely as coachees, had not attended coaching training, and were under 25 years old showed interconnected views within these groups.

Recommendations

Basedont h e findingsa n d afterd i s c u s s i n g w i t h T A F Managementteam,t h e a u t h o r wouldliketorecommendsomeactionst o f u r t h e r improvet h e workplacec o a c h i n g practicesat TAFasfollowing:

1) Ensure100%newlyrecruitedemployeesaretrainedaboutcoachingwithint h e firstthreemonthsofemploymentand100%employeeshavetheyearlyrefresht r a i n i n g aboutcoaching.

1 Listofemployeeswhohavenotattendedthecoac hingtraining 100% Trang-HR Aug15th2018

2 Schedulefor3trainingsessions 3sessions Trang-HR Aug20th2018

4 Buildtherollingtrainingplan(Quarterly&yearly) Clearplan Trang-HR Sep.2018

5 Buildbudgetfortrainingin2019 Asplan Trang-HR Nov.2018

2) Coordinatew i t h OrganizationalDevelopment( O D ) o f NestléV i e t n a m t o delivert h e i n t e r m e d i a t e c o a c h i n g t r a i n i n g t o allmanagersa n d s u p e r v i s o r s T h i s w i l l equipthemwithhigherc o a c h i n g competencies,e s p e c i a l l y abou tt h e waytobuildt r u s t f u l relationshipwithcoacheesand t h e appropriateapproachto fite a c h individual/ group.Moreover,throughthistraining,italsohelpstoenhancecoach’sskillsonlistening, questioning,challengingandgivingfeedback.

No Action Goal/objective PIC Deadline

1 Listofmanagersandsupervisorswhohavenotattendedt heintermediatecoachingtraining 100% Trang-HR Aug15th2018

3 Buildthe trainingplanin2019fortheoneswhohavenotattendedt he trainingin2018

4 Buildbudgetfortrainingin2019 Asplan Trang-HR Nov.2018

To enhance the effectiveness of coaching sessions, TAF will develop a "Self-Evaluation Checklist" to assist coaches in conducting quarterly self-assessments This initiative aims to provide better insights into the implementation of coaching practices and identify areas for improvement Additionally, an online survey will be administered to coachees every six months to gather their feedback on coaching effectiveness The TAF Management will utilize this feedback to implement appropriate actions for continuous improvement in coaching practices.

No Action Goal/objective PIC Deadline

-form) Ontime Hau-HR Aug.2018

3 Managersandsupervisors(M&S)toself- evaluatetheir coachingcompetency 100% M&S Sep.2018

4 Managersandsupervisors(M&S)toclosegapsfrom theircoachingcompetency Ontime M&S Nov.2018

5 Managersandsupervisors(M&S)toself- evaluatetheir coachingcompetencyquarterly Ontime M&S FromSep.2018

7 Buildthecoachingevaluationchecklistforc o a c h e e (e-form) Ontime Hau-HR Aug.2018

8 Sende- mailtoallcoacheesinformingtheformandhowtouseit Ontime Hau-HR Aug.2019

9 Carryoutthesurveyfromcoachees Ontime Hau-HR Sep.2018

10 Analyzethedataandcomeoutthefindings Ontime Hau-HR Sep.2019

12 Carryoutthesurveyfromcoacheeseverysixmonth s Ontime Hau-HR FromSep.2018

4) SinceNestléVietnamhasbeengrowingrapidly,therearemanyopenpositionsa swellasopportunitiesforemployeestorotatefromthisworkinglocationt o otherlocation soreventod i f f e r e n t f u n c t i o n s H e a d o f D e p a r t m e n t s (HODs)shouldpro activelyworkacrossfactoriesand/ ordivisionstoidentifythoseopportunities.Andthroughthecheck- inactivityforPeopleDevelopmentandPerformance( P D P ) , managera n d supervis or(M&S)todiscussa n d alignw i t h employeesabouttheir careeraspiration.BasedonthatM&Scansupportemployeest o prepareandtakeopportuni tiesfromopenpositionstoexperienceandgrow.Thisw i l l makeemployeesmotivatedan denergizedtoperformtheirbest.

No Action Goal/objective PIC Deadline

5) Withthedirectionofsimplifyingt h e wayofworkinga n d Managementshouldm orechallengeandencourageemployeestoreviewtheirdailyactivitiesandapplytheECRS tool(E:Eliminate,C:Combine,R:Reduce,S:Simplify)tosavet h e i r timeandeffortsf orthevalue- addedactivities.Thiswillhelptoreduceemployees’workloadan dmakethemfelthappi erinwork Moreover,thisallowst h e coachestohavemoretimeat shopfloortocoachandsupportemployees.

No Action Goal/objective PIC Deadline

5 Converthardformstoe-forms Ontime M&S Sep.toOct.

Limitationsandsuggestionsforfutureresearch 58 REFERENCESAPPEND

Thes t u d y wasconductedwithinTAFonly;thereforet h e findingsmaynotbeapplicab leforotherorganizations.Furtherresearchesfromotherorganizationswillhelptogiveusac learerpictureandacomparisonofworkplacecoachingpracticesa n d i t s effectsonemployeeperformancefromdifferent contexts.

Thefindingsoft h i s s t u d y i n d i c a t e d t h a t t h e r e w a s a significantperspec tivedifferencebetweendifferentdemographicgroups.T h e s e findingsshouldbevalidate df u r t h e r inotherorganizationstoconfirmifrespondentsofthosegroupsstillhavet he sameperceptionregardingworkplacecoaching effectivenessandits effectsonempl oyeeperformance.

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Email:phamhuu.chinh@vn.nestle.comC e l l p h o n e : 0932726767

HoC h i MinhC i t y pursuinga n ExecutiveMasterofBusinessAdministration(EMBA)– AdministrationManagementcourse.

Inp a r t i a l fulfilmento f thecourserequirement,I am undertakinga r e s e a r c h o n “TheE f f e c t s o f W o r k p l a c e Coachingo n E m p l o y e e P e r f o r m a n c e ” Wehavea question naireinvestigatingabout theeffectivenessofcoachingat TriAnFactory,NestléVietnam

Yourparticipationi n thissurveywillb e a greatsupportthate n a b l e s m e t o gatherinformat ionregardingtheresearchtopicandcompletetheprojectsuccessfully.

Theinformationbeinggatheredi s neededp u r e l y f or a c a d e m i c researchpurposea n d wil lthereforebetreatedwithutmostconfidentiality.

Ifyouhaveanyquestions,p l e a s e c o n t a c t meb y e-mailo r cellphonea s mentionedabove. Yourassistanceishighlyappreciated.Tha nkyouverymuch

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HiệnnaytôilàsinhviênsauđạihọccủaTrườngĐạihọckinhtếTP.HồChíMinh,tôiđ a n g theo họclớpThạcsĩđiềuhành,chuyênngànhQuản trị,

Làmộtphầnyêucầuđểhoànthànhkhóahọc,tôiđangthựchiệnđềtàinghiêncứuvề“ T á c độ ngcủahuấnluyệnđếnhiệuquảcôngviệccủanhânviên”.Đểthựchiệnluậnvănnày,chúngtôisẽtiế nhànhkhảosátthôngquamộtbảngcâuhỏivềhiệuquảcủacôngtách u ấnluyệntại nhàmáyTrịAn,côngtyTNHHNestléViệtNam.

Thiss e c t i o n i s relatedt o currentpracticeso f w o r k p l a c e coachinga n d i t s i m p a c t s o n employeeperformanceatTriAnFactory(TAF).

06 Thecoach supportsanddevelopsemployeesbygivingt h e m spacetolearnbytrial and error.

08 Asaresultofcoaching,employeeshavechangedtheir wayof workingto bemoreproductive.

10 Thec o a c h solicitsf e e d b a c k f r o m employeet o ensure t h a t his/herinteractionsarehelpfultoemployee.

18 Coachingh as motivatedemployeest o g o beyondt h e i r f o r m a l j o b responsibilities.

20 Thecoachh a s h e l p e d employeet o a p p r e c i a t e his/ h e r strengthsand abilitytoovercomebarriers.

23 Throughcoaching,employeeshaveb e e n alwaysdoing t h e i r bestto producegoodqualityproducts.

Thecoachcreatesasafeenvironmentinwhichemployeec a n f e e l comfortabletakingt h e risksn e c e s s a r y to learn anddevelop.

Forthebelowquestions,pleaseplacea‘√’ in theblocknextto thecorrectanswer

Phầnnàyđềcậpvềphản hồi củanhânviêncho cáccâuhỏiliênquan đếncáchoạtđộngh u ấnluyệncô ng việch à n g ngày(EverydayCoaching–

EDC)hiệnn ay đangđượcthựch i ệntạinhàmáyTrịAn(TAF)vàtácđộngcủanóđếnhiệuquảthự chiệncôngviệccủan h â n viên.

Bạnhãyđánhdấu‘√’vàoôđiểmsốmàbạnthấyđúngnhấttrong phần“Kếtquảđánhg i á củabạn”bên cạnh mỗi câuphátbiểu. Đềnghibạn phản hồi dựatheothangđiểmdướiđây.

Tôib ịthuyếtp h ụcb ởim ụcđ í c h vàlợií c h củah o ạtđ ộ ng h u ấnluyệncôngviệch à n g ngày( Ev er yd ay Co ac hi ng

02 Ngườih u ấnluyệngiúpn h â n viênn h ậnb i ếtr õ điểmm ạn hvàđiểmyếucủamình.

03 Ngườih u ấnluyệnlắngnghen h â n viênc h i a sẻm ộtc á c h c h ủ độngvàtrên tinhthầntôntrọng.

08 Nhưlàkếtquảcủahuấnluyện,ngườiđượchuấnluyệnđ ã tha yđổi cáchlàmviệcđểhiệuquảhơn.

Ngườihuấnluyệnđềnghịsựphản hồi củanhânviênđểđ ả mbảorằngcáctươngtáccủamìnhcóích chonhânviên.

Ngườih u ấnluyệnkhuyếnk h í c h n h â n viênmởrộngnh ậnt h ứcb ằngc á c h giúph ọc ó c á i nhìnđầyđ ủcáck h í a cạ nhcủavấnđề(nhìn rõbứctranhtổngthể).

Ngườihuấnluyệnthườngxuyênchiasẻvớinhânviênnhữ ngph ảnh ồic h â n th ựcvàm a n g t ín h xâydựngvềhiệu quảcôngviệccủahọ.

Ngườih u ấnluyệnđ ặ tc á c c â u h ỏiđ ể giúpn h â n viênsuy nghĩvàtựxácđịnhcáchgiảiquyếtvấnđề,thayvìđ ư a chonhâ nviêngiảipháp.

14 Ngườih u ấnluyệnt ạođ i ề uk i ệnt h u ậnl ợigiúpn h â n viê ntưduysángtạođểgiảiquyếtvấnđềcủamình.

16 Huấnl u y ệngiúpnângc a o nănglựcl ã n h đ ạ oc ủac ảngười huấnluyệnvànhânviên.

17 Huấnluyệngiúptạor a m ộtmôit r ư ờ n g t h ú c đ ẩ ysựkhá m phá vàthayđổi.

18 Huấnlu y ệnt hú c đẩynhânviênlà m v i ệcvượth ơ n cảtr ác hnhiệmcôngviệccủamình.

19 Huấnluyệngiúpn â n g c a o chấtl ư ợ ngs ảnp h ẩmc ủan h â n viênlàm ra.

Ngườih u ấnluyệngiúpnh ân viênđ án h giáđ ú n g mứcđiể mmạnhvàkhản ă n g củamình đểvượtq u a nhữngrào cản trongcôngviệc.

Huấnluyệngiúpnhânviênhiểurõcácmụctiêucủahọp h ù hợ pnhưthếnàovớimụctiêucủacôngtyvàcamk ếtthựchiệnch úng.

22 Huấnl u y ệngiúpcảit h i ệnm ứcđ ộ c a m k ếtc ủan h â n viên trongcôngviệc.

23 Thôngquahuấnluyện,nhânviênluônnỗlựccaonhấtđ ể sản xuất ranhữngsảnphẩm cóchấtlượngtốt.

Ngườih u ấnluyệnt ạora m ô i t r ư ờ ngcởim ởm à ở đ ó n h â n viêncóthểcảmthấythoảimáichấpnhậnnhữngrủi ro cầnthiếtđểhọchỏivàphát triển

27 Huấnl u y ệntruyềnc ảmh ứngvàt h ú c đẩyn h â n viênt h ực hiệncôngviệctốtnhất

Vớitấtcảcáccâu hỏidướiđây,bạnhãyđánhdấu ‘√’vàoôvuôngbên cạnh câutrảlờiđ ú n g đốivớibạn.

7 Bạnđóngvaitrò nào tronghuấnluyện(coaching)tạiTAFởthờigianvừaqua

Notyetattendthetrainingcoursea boutcoaching Count Relationship Awareness Motivation Support EmployeeP erformanc Mean Mean Mean Mean e Mean

From>1yearto3years 6 3.73 3.80 3.90 3.80 3.67 From>3yearsto5years 3 4.40 4.53 4.05 4.20 4.50

Mean Mean Mean Mean Mean

Relationship Awareness Motivation Support EmployeeP erform an c

Mean Mean Mean Mean e Mean

Relationship Awareness Motivation Support Employee

Mean Mean Mean Mean ce Mean

Relationship Awareness Motivation Support Employee

Mean Mean Mean Mean c e Mean