The effect of workplace coaching on employee performance: the case of Tri An factory, Nestlé Vietnam

MINISTRY OF EDUCATION AND TRAINING UNIVERSITY OF ECONOMICS HO CHI MINH CITY oOo PHAM HUU CHINH THE EFFECT OF WORKPLACE COACHING ON EMPLOYEE PERFORMANCE: THE CASE OF TRI AN FACTORY, NESTLÉ VIETNAM EXECUTIVE MASTER OF BUSINESS ADMINISTRATION HO CHI MINH CITY – 2018 MINISTRY OF EDUCATION AND TRAINING UNIVERSITY OF ECONOMICS HO CHI MINH CITY oOo PHAM HUU CHINH THE EFFECT OF WORKPLACE COACHING ON EMPLOYEE PERFORMANCE: THE CASE OF TRI AN FACTORY, NESTLÉ VIETNAM Major: Business Administration (Executive Master of Business Administration) Code: 8340101 ECONOMIC MASTER THESIS SUPERVISOR: Prof NGUYEN DONG PHONG, Ph.D HO CHI MINH CITY – 2018 STATEMENT OF ORIGINALITY I confirm that this master thesis is based on my independent research The figures and results presented in this thesis are real data from survey conducted by the author with assistance of employees of Tri An Factory (TAF), Nestlé Vietnam Company Proposals, solutions and recommendations were drawn from this study based on operation evaluation as well as on comments and advices of TAF Management Board I am fully responsible for eventual errors or fault caused Author of the thesis Pham Huu Chinh TABLE OF CONTENT LIST OF FIGURES LIST OF TABLES CHAPTER ONE INTRODUCTION 1.1 Introduction 1.2 About Nestlé Group, Nestlé Vietnam Company and Tri An Factory 1.3 Problem statement 1.4 Objective of the study 1.5 Research questions 1.6 Subjects of the study 1.7 Scope and limitation of the study 1.8 Framework of the study 1.9 Research structure CHAPTER TWO 11 LITERATURE REVIEW 11 2.1 Introduction 11 2.2 Workplace Coaching 11 2.2.1 The origin and concept of coaching 11 2.2.2 Definitions and essential principles of coaching 12 2.2.3 Why workplace coaching? 14 2.2.4 Some key factors for coaching effectiveness 15 2.2.4.1 Building the trustworthy coach-coachee relationship 15 2.2.4.2 Providing needed support to employees 16 2.2.4.3 Enhancing employee awareness 17 2.2.4.4 Promoting employee motivation 19 2.3 Employee performance 20 2.4 Relationship between workplace coach and employee performance 22 2.5 Summary 23 CHAPTER THREE 25 RESEARCH METHODS 25 3.1 Introduction 25 3.2 Research Design 25 3.3 Target Population 25 3.4 Sample Size and Sampling approach 25 3.5 Questionnaire 26 3.5.1 Common sources of error 26 3.5.2 Construction of the questionnaire 27 3.5.3 Pre-testing and validation 28 3.6 Validity 28 3.7 Reliability 28 3.8 Data Collection Method 29 3.9 Methods of Data Analysis 30 3.10 Ethical Considerations 31 3.11 Summary 31 CHAPTER FOUR 32 ANALYSIS OF RESULTS 32 4.1 Introduction 32 4.2 Sample Description 32 4.3 Evaluate the reliability of measurement scales 36 4.4 Critical factors of the coaching effectiveness 37 4.4.1 Coach – Coachee Relationship 37 4.4.2 Employee Awareness 39 4.4.3 Employee Motivation 41 4.4.4 Support given to employees 42 4.4.5 Summary 43 4.5 The Effect of Workplace Coaching on Employee Performance 44 4.5.1 Employee performance 44 4.5.2 Correlation between workplace coaching effectiveness and employee performance 46 4.6 Management discussion about the findings 49 4.7 Summary 51 CHAPTER FIVE 53 CONCLUSION AND RECOMMENDATIONS 53 5.1 Conclusion of the study 53 5.2 Recommendations 54 5.3 Limitations and suggestions for future research 58 REFERENCES APPENDICES LIST OF FIGURES Figure 1.1: The relationship between dependent and independent variables Figure 4.1: Role of employees in coaching practices at TAF 34 Figure 4.2: Status of employee training about coaching 34 Figure 4.3: Response frequency about coach-coachee relationship 37 Figure 4.4: Employee responding to question CR2 38 Figure 4.5: Response frequency about employee awareness 39 Figure 4.6: Response frequency about employee motivation 41 Figure 4.7: Response frequency about support given in coaching 42 Figure 4.8: Response frequency about employee performance 44 LIST OF TABLES Table 4.1: Distribution of Demographic Information 33 Table 4.2: Employees who haven’t joined the training about coaching 35 Table 4.3: The reliability of measurement scales 36 Table 4.4: Detail results of relationship in coaching 38 Table 4.5: Detail results of employee awareness 40 Table 4.6: Detail results of employee motivation 41 Table 4.7: Detail results of support given to employees in coaching 43 Table 4.8: Employee performance results from coaching activities 45 Table 4.9: Key factors of workplace coaching effectiveness and employee performance 46 Table 4.10: Different demographic groups impacting to coaching 47 ABSTRACT The purpose of this study was to determine how the use of workplace coaching as a human management and development tool can facilitate improvements to employee performance and in turn providing a platform to increase the competitive advantage of the organization The study was carried out at Tri An Factory (TAF), Nestlé Vietnam company and it comprises of a literature review, which includes the concept and essential principles of coaching, some key drivers of effective coaching, the employee performance and the correlation between workplace coaching and employee performance A quantitative research approach was used for this study with the participation of 190 employees from all working positions within TAF The findings of the study revealed that workplace coaching is an effective human management and development tool at TAF and it has positive impacts on employee performance The key factors, which contributed to workplace coaching effectiveness, were building trustful coach-coachee relationship, enhancing the awareness and motivation of employees, and giving them the needed support The employee performance was determined by employee work productivity, product quality and customer satisfaction All were improved as the results of workplace coaching Whilst the study proved the effectiveness of workplace coaching and its positive impacts on employee performance, the findings also showed that there are opportunities for further improvements to workplace coaching at TAF The areas of improvements identified are using appropriate approach for each individual/ group based on their preference, promoting employee understanding about purposes and benefits of coaching, spending more time to coach employees, building criteria and using those to measure the effectiveness of coaching sessions CHAPTER ONE INTRODUCTION 1.1 Introduction In the present business environment, organizations are subjected to increased competition, fast-paced change, increased demands from customers and different stakeholders These factors are putting a huge pressure on organizations To compete and take the lead, companies are more conscious of their need of a competent, motivated and productive workforce which is considered as a distinctive and inimitable advantage Since the traditional employee development does not always deliver the desired results, organizations often use coaching as a way to develop employee selfconfidence, self-efficacy, and contribute to actions that create results (Passmore and Fillery-Travis, 2011) The reason behind this trend could be that coaching is about helping people to improve their performance not by telling them what to but by enabling them to learn how to change, making coaching a widely recognized tool Coaching is a well-established practice that researchers have defined in different ways According to Smither (2011) coaching “is a one-to-one learning and development intervention that uses a collaborative, reflective, goal-focused relationship to achieve professional outcomes that are valued by the coachee” (Smither, 2011, p.137) Grant (2001) defined coaching as a collaborative, solutionfocused, result-orientated systematic process, in which the coach facilitates the enhancement of the coachee’s performance in various domains and fosters selfdirected learning, goal attainment and personal growth of the coachee From a different angle, coaching is a term often related to the sports industry Athletes often pay astronomical wages to the best individuals in their field to coach them In most of these cases, the coach does not manage them or tell them what to but rather tries to get the best out of them by transforming physical and psychological strengths into competency The coach’s job is to support, guide and motivate the coachee to gain a better understanding of themselves in order to enable them to reach the peak of their capabilities (Whitmore, 2004) By applying this philosophy in workplace coaching, it can help individuals to realize their strengths and weaknesses Enabling them to find the answer to what works better for them rather than giving them the answers ready on the plate Coaching aims to empower people and help them to discover their potential abilities and talents instead of focusing on what they cannot (Wright, 2005) After all, coaching is about unlocking people’s potential with the intention to improve/maximize their performance (Whitmore, 2004); a coach does not teach but rather helps the coachee to learn Coaching can be a challenging endeavor for the coachee as well as the coach It is essential for the coach to have a clear understanding of their roles and responsibilities as well as being equipped with the desired behaviors and characteristics that can enable all parties involved to gain the best experience from the coaching sessions (Grant, 2006) Success of a coaching process heavily depends on the trustful relationships between the coach and the employee (Wu, Cheng and Huang, 2010) Thus while using coaching method, the coach first understands the cultural diversity of the individual employee (Serrat 2010) The cultural diversity such as religion, race, color, belief systems, gender, and ethnicity among others may considerably affect the coach and coachee relationships (Wilkesmann & Fischer, 2009) The outcome of coaching for employees includes enhanced self-awareness, enhanced knowledge and skills, greater motivation and morale, improved clarity about career direction, increased innovation which all lead to improved performance (Stolmack and Martin, 2011) Despite the global popularity of coaching, there is a shortage in the number of empirical studies exploring the effects of workplace coaching on employee performance More specifically, there is an absence of such studies in Vietnam, especially in the manufacturing sector The typical respondents being surveyed in those researches were mainly managers or coaches who have delivered the coaching sessions but not coachees who have received the coaching sessions Therefore, the purpose of this study is to examine some key factors linking workplace coaching to employee performance, through analyzing the perception of coaches and coachees The key factors investigated were the coach-coachee PHẠM HỮU CHÍNH Thư điện tử: phamhuu.chinh@vn.nestle.com Điện thoại: 0932726767 Nhà máy Trị An – Công ty TNHH Nestlé Việt Nam KCN Amata, TP Biên Hòa, Tỉnh Đồng Nai THƯ GIỚI THIỆU V/v: ĐỀ ÁN NGHIÊN CỨU THẠC SĨ ĐIỀU HÀNH Kính gửi đồng nghiệp, Hiện sinh viên sau đại học Trường Đại học kinh tế TP Hồ Chí Minh, tơi theo học lớp Thạc sĩ điều hành, chuyên ngành Quản trị, Là phần u cầu để hồn thành khóa học, thực đề tài nghiên cứu “Tác động huấn luyện đến hiệu công việc nhân viên” Để thực luận văn này, tiến hành khảo sát thông qua bảng câu hỏi hiệu công tác huấn luyện nhà máy Trị An, công ty TNHH Nestlé Việt Nam Sự tham gia bạn khảo sát hỗ trợ lớn cho tơi có đầy đủ thông tin liên quan đến đề tài từ giúp tơi thực nghiên cứu thành cơng Các thơng tin thu thập nhằm mục đích nghiên cứu tính bảo mật đảm bảo tuyệt đối Nếu bạn có câu hỏi nào, xin liên hệ với theo địa thư điện tử số điện thoại nêu Sự giúp đỡ bạn đánh giá cao Xin cảm ơn bạn nhiều Trân trọng Phạm Hữu Chính Appendix 2: Questionnaire QUESTIONNAIRE The Effect of Workplace Coaching on Employee Performance: The Case of Tri An Factory – Nestlé Vietnam Part A: Coaching at Tri An factory This section is related to current practices of workplace coaching and its impacts on employee performance at Tri An Factory (TAF) To what extent you agree with the following statements? Please stick a ‘√’ in the cell which you think it is the most appropriate answer next to the statement Kindly respond using the Point Likert Scale below Strongly Disagree Disagree Uncertain Agree Strongly Agree Question Statement No 01 02 03 04 05 06 07 Your evaluation I am convinced by the purpose and benefits of coaching The coach has helped employee to identify his/ her strengths and weaknesses The coach listens to employee actively and respectfully The coach challenges employee to find new and better ways of doing things The coach practices coaching in the daily routines to support employees The coach supports and develops employees by giving them space to learn by trial and error The coach tailors his/her approach to fit the preferences and needs of employee Your evaluation Question Statement No 08 09 10 11 12 13 14 15 16 17 18 19 20 As a result of coaching, employees have changed their way of working to be more productive The coach spends significant time to build and maintain the trustful relationship with employee The coach solicits feedback from employee to ensure that his/her interactions are helpful to employee The coach encourages employees to broaden their perspectives by helping them to see the big picture The coach constantly provides employee with truthful and constructive feedbacks about his/ her performance The coach asks questions rather than provide solutions to help employee think through issues The coach facilitates creative thinking to help employee solve his/ her problems Coaching has helped to improve the quality of customer service delivery Coaching has helped to improve leadership skills of both coach and employee Coaching has helped to create an environment that supports exploration and change Coaching has motivated employees to go beyond their formal job responsibilities Coaching has helped to improve the quality of product produced by employees The coach has helped employee to appreciate his/ her strengths and ability to overcome barriers Your evaluation Question Statement No Coaching has helped employees to fully understand 21 how their objectives fit with business goals and commit to those 22 23 Coaching has helped to improve the level of employee engagement Through coaching, employees have been always doing their best to produce good quality products The coach creates a safe environment in which 24 employee can feel comfortable taking the risks necessary to learn and develop The coach has helped employee to identify and set 25 realistic and challenging goals Coaching has encouraged employees to actively seek to 26 understand customer requirements and expectations Coaching has inspired and motivated employee to 27 28 perform optimally Coaching has helped to boost employee morale There is an increase in customer satisfaction as a result 29 of coaching Coaching has promoted the employee ownership of 30 product quality assurance Part B – Demographic Questions: For the below questions, please place a ‘√’ in the block next to the correct answer Gender:  Male  Female Age:  Below 25 years old  35 - 40 years old  25 - 30 years old  41 - 45 years old  31 - 35 years old  Above 45 years old Education Level  High school  Bachelor’s degree  Diploma  Master’s degree  College Length of Service at Tri An factory  3 to years  From >1 to years  Above years Position  Operator, clerk (G13 & G12)  Supervisor (G11 & G10)  Officer (G11 & G10)  Manager (from G9 up) Attend the training session about coaching  Yes  Not yet Which role that you have played in coaching so far?  Coach  Coachee  Both Coach and Coachee Thank you for your support by participating in this survey BẢNG KHẢO SÁT Tác động huấn luyện nơi làm việc đến hiệu công việc nhân viên: Trường hợp nhà máy Trị An – Nestlé Việt Nam Phần 1: Thực tế hoạt động huấn luyện nhà máy Trị An Phần đề cập phản hồi nhân viên cho câu hỏi liên quan đến hoạt động huấn luyện công việc hàng ngày (Everyday Coaching – EDC) thực nhà máy Trị An (TAF) tác động đến hiệu thực công việc nhân viên Bạn đồng ý mức độ cho phát biểu sau đây? Bạn đánh dấu ‘√’ vào ô điểm số mà bạn thấy phần “Kết đánh giá bạn” bên cạnh câu phát biểu Đề nghi bạn phản hồi dựa theo thang điểm Thang điểm cấp độ Likert 1- Hoàn toàn 2- Không đồng 3- Không không đồng ý ý chắn 4- Đồng ý 5- Hoàn toàn đồng ý Kết đánh giá Mã bạn Lời phát biểu câu hỏi Tôi bị thuyết phục mục đích lợi ích hoạt 01 động huấn luyện công việc hàng ngày (Everyday Coaching – EDC) 02 03 04 Người huấn luyện giúp nhân viên nhận biết rõ điểm mạnh điểm yếu Người huấn luyện lắng nghe nhân viên chia sẻ cách chủ động tinh thần tôn trọng Người huấn luyện thử thách nhân viên tìm kiếm cách làm tốt T r a n g 10 | 85 Kết đánh giá Mã 05 Người huấn luyện sử dụng hoạt động huấn luyện để hỗ trợ nhân viên thường xuyên hàng ngày Người huấn luyện hỗ trợ phát triển nhân viên 06 cách cho họ không gian để học hỏi thông qua việc làm thử có sai xót 07 08 09 Người huấn luyện điều chỉnh cách tiếp cận để phù hợp với sở thích nhu cầu nhân viên Như kết huấn luyện, người huấn luyện thay đổi cách làm việc để hiệu Người huấn luyện dành nhiều thời gian để xây dựng trì mối quan hệ tin cậy với nhân viên Người huấn luyện đề nghị phản hồi nhân viên để 10 đảm bảo tương tác có ích cho nhân viên Người huấn luyện khuyến khích nhân viên mở rộng 11 nhận thức cách giúp họ có nhìn đầy đủ khía cạnh vấn đề (nhìn rõ tranh tổng thể) Người huấn luyện thường xuyên chia sẻ với nhân viên 12 phản hồi chân thực mang tính xây dựng hiệu cơng việc họ Người huấn luyện đặt câu hỏi để giúp nhân viên 13 suy nghĩ tự xác định cách giải vấn đề, thay đưa cho nhân viên giải pháp 14 15 16 bạn Lời phát biểu câu hỏi Người huấn luyện tạo điều kiện thuận lợi giúp nhân viên tư sáng tạo để giải vấn đề Huấn luyện giúp nâng cao chất lượng dịch vụ cung cấp cho khách hàng Huấn luyện giúp nâng cao lực lãnh đạo người huấn luyện nhân viên Kết đánh giá Mã 17 18 19 Huấn luyện giúp tạo môi trường thúc đẩy khám phá thay đổi Huấn luyện thúc đẩy nhân viên làm việc vượt trách nhiệm cơng việc Huấn luyện giúp nâng cao chất lượng sản phẩm nhân viên làm Người huấn luyện giúp nhân viên đánh giá mức 20 điểm mạnh khả để vượt qua rào cản cơng việc Huấn luyện giúp nhân viên hiểu rõ mục tiêu họ 21 phù hợp với mục tiêu công ty cam kết thực chúng 22 23 Huấn luyện giúp cải thiện mức độ cam kết nhân viên công việc Thông qua huấn luyện, nhân viên nỗ lực cao để sản xuất sản phẩm có chất lượng tốt Người huấn luyện tạo môi trường cởi mở mà 24 nhân viên cảm thấy thoải mái chấp nhận rủi ro cần thiết để học hỏi phát triển Người huấn luyện giúp nhân viên xác định thiết lập 25 mục tiêu thực tế thách thức Huấn luyện khuyến khích nhân viên chủ động tìm hiểu 26 yêu cầu mong đợi khách hàng Huấn luyện truyền cảm hứng thúc đẩy nhân viên 27 28 thực công việc tốt Huấn luyện giúp nâng cao tinh thần nhân viên Có gia tăng mức độ hài lòng khách hàng 29 kết huấn luyện Huấn luyện thúc đẩy tinh thần làm chủ nhân viên 30 bạn Lời phát biểu câu hỏi việc đảm bảo chất lượng sản phẩm Phần – Các câu hỏi thân bạn : Với tất câu hỏi đây, bạn đánh dấu ‘√’ vào ô vuông bên cạnh câu trả lời bạn Giới tính bạn:  Nam  Nữ Tuổi bạn:  Dưới 25 tuổi  Từ 36 đến 40 tuổi  Từ 25 đến 30 tuổi  Từ 41 đến 45 tuổi  Từ 31 đến 35 tuổi  Trên 45 tuổi Trình độ học vấn:  Phổ thông trung học  Đại học  Sơ/ trung cấp nghề  Thạc sĩ  Cao đẳng Thời gian làm việc nhà máy Trị An  đến năm  Từ > đến năm  Trên năm trở lên Vị trí cơng tác:  Công nhân, thư ký (bậc 13 & 12)  Giám sát (bậc 11 & 10)  Nhân viên (bậc 11 & 10)  Quản lý (từ bậc trở lên) Tham gia khóa đào tạo phương pháp huấn luyện  Đã tham gia  Chưa tham gia Bạn đóng vai trị huấn luyện (coaching) TAF thời gian vừa qua  Là người huấn luyện  Là người huấn luyện  Vừa người huấn luyện, vừa người huấn luyện Cám ơn hỗ trợ bạn thông qua việc thực khảo sát Appendix 3: Detail analysis of employees who were not trained about coaching Not yet attend the training course about coaching Gender Age Education level Position Support Employee Performance Mean Mean Mean Mean Mean Male 26 3.80 3.89 3.82 3.72 3.79 Female 3.87 4.27 4.14 3.93 4.02 Below 25 years old 12 3.72 3.88 3.80 3.72 3.76 25-30 years old 14 4.01 4.10 3.98 3.84 3.94 31-35 years old 3.35 3.60 3.71 3.60 3.75 36-40 years old 4.20 4.40 4.00 3.80 3.63 41-45 years old 3.60 4.00 4.00 3.80 3.88 Above 45 years old High School Diploma 4.20 4.45 4.34 4.20 4.19 College 13 3.94 4.12 4.00 3.82 4.00 Bachelor's Degree 11 3.38 3.42 3.40 3.38 3.39 Master's Degree Operator, clerk (G13, G12) 24 3.94 4.10 4.02 3.88 3.97 Officer (G11, G10) 3.35 3.50 3.43 3.55 3.50 Supervisor (G11, G10) 3.50 3.60 3.50 3.25 3.34 Manager (from G9 up) 1 year to years service From >3 years to years Role in coaching Count Relationship Awareness Motivation Appendix 4: Detail analysis of employees who graduated from university Relationship Awareness Motivation Bachelor Support Employee Performance Count Mean Mean Mean Mean Mean Male 45 3.87 3.98 3.92 3.86 3.87 Female 20 3.71 3.91 3.69 3.64 3.73 Below 25 years old 3.50 3.35 3.36 3.40 3.34 25-30 years old 22 3.83 3.99 3.73 3.73 3.79 31-35 years old 27 3.88 4.02 3.95 3.89 3.86 36-40 years old 3.80 3.90 3.98 3.75 3.91 41-45 years old 3.60 4.00 4.00 3.80 3.88 Above 45 years old 3.80 4.07 4.05 4.00 4.21 Operator, clerk (G13, G12) 17 3.86 3.93 3.84 3.81 3.78 Officer (G11, G10) 23 3.67 3.87 3.70 3.71 3.73 Supervisor (G11, G10) 20 4.00 4.08 3.98 3.88 3.95 Manager (from G9 up) 3.68 3.96 4.03 3.72 3.93 1 year to years 13 4.00 4.05 3.90 3.92 3.97 From >3 years to years 20 3.96 4.15 3.95 3.89 3.94 Above years 24 3.67 3.79 3.80 3.72 3.74 Coach 4.20 3.93 3.95 3.80 4.08 Coachee 16 3.61 3.71 3.58 3.64 3.54 Both Coach and Coachee 46 3.87 4.04 3.93 3.84 3.91 Yes 54 3.91 4.07 3.94 3.87 3.91 Not Yet 11 3.38 3.42 3.40 3.38 3.39 Gender Age Position Length of service Role in coaching Attended the training about coaching Appendix 5: Detail analysis of employees who played the role of the coachee Coachee Valid Relationship Awareness Motivation N Mean Mean Mean Support Employee Performance Mean Mean Male 75 3.87 3.98 3.90 3.83 3.92 Female 10 3.82 4.18 4.00 3.80 3.91 Below 25 years old 14 3.90 4.01 3.87 3.83 3.89 25-30 years old 40 4.00 4.11 3.99 3.92 3.97 31-35 years old 23 3.68 3.81 3.76 3.68 3.87 36-40 years old 3.60 4.07 4.05 3.83 3.92 41-45 years old 3.80 4.00 4.00 3.80 3.69 Above 45 years old High School 4.33 4.40 4.38 4.47 4.58 Diploma 19 4.18 4.32 4.26 4.09 4.20 Education level College 46 3.78 3.96 3.85 3.75 3.90 Bachelor's Degree 16 3.61 3.71 3.58 3.64 3.54 Master's Degree 4.00 4.00 4.00 3.80 3.50 Operator, clerk (G13, G12) 74 3.90 4.04 3.96 3.87 3.98 Officer (G11, G10) 3.56 3.76 3.60 3.62 3.60 Supervisor (G11, G10) 3.40 3.60 2.86 2.80 3.00 Manager (from G9 up) 4.00 4.00 4.00 3.80 3.50 1 year to years 32 3.96 4.05 3.97 3.93 3.98 From >3 years to years 25 3.74 3.98 3.88 3.78 3.89 Above years 3.40 3.53 3.39 3.45 3.45 60 3.86 4.00 3.90 3.83 3.93 25 3.87 4.02 3.94 3.84 3.90 Gender Age Position Length of service Attended the Yes training about Not Yet coaching Appendix 6: Detail analysis of employees who worked at TAF more than five years More than year service at TAF Valid Relationship Awareness Motivation Support N Mean Mean Mean Mean Employee Performance Mean Male 28 3.79 3.91 3.91 3.84 3.87 Female 3.54 3.69 3.53 3.60 3.57 Below 25 years old 25-30 years old 3.15 3.15 3.11 3.10 3.13 31-35 years old 18 3.70 3.84 3.77 3.72 3.75 36-40 years old 3.93 4.00 4.05 4.00 4.10 41-45 years old 3.90 4.15 4.25 4.05 3.91 Above 45 years old 4.13 4.33 4.24 4.40 4.33 High School Diploma 4.70 4.60 4.50 4.60 4.81 College 3.40 3.60 3.37 3.48 3.58 Bachelor's Degree 24 3.67 3.79 3.80 3.72 3.74 Master's Degree 4.10 4.30 4.29 4.25 4.00 Operator, clerk (G13, G12) 12 3.80 3.93 3.77 3.82 3.88 Officer (G11, G10) 3.40 3.43 3.39 3.43 3.41 Supervisor (G11, G10) 3.80 3.94 4.02 3.91 3.96 Manager (from G9 up) 3.93 4.15 4.21 4.03 3.97 Coach 4.00 3.70 3.93 3.80 3.88 Coachee 3.40 3.53 3.39 3.45 3.45 Both Coach and Coachee 25 3.82 3.99 3.97 3.90 3.92 31 3.77 3.90 3.85 3.83 3.83 3.45 3.60 3.71 3.55 3.66 Gender Age Education Level Position Role in coaching Attended the Yes training about Not Yet coaching Appendix 7: Detail analysis of employees who were female Female Valid N Relationship Awareness Motivation Support Employee Performance Mean Mean Mean Mean Mean Below 25 years old 3.73 4.07 3.95 3.73 3.88 25-30 years old 16 3.81 4.08 3.80 3.66 3.81 31-35 years old 3.97 4.14 3.92 3.80 3.96 36-40 years old 3.70 3.70 3.64 3.60 3.63 41-45 years old Above 45 years old 3.90 4.20 3.86 4.00 4.06 High School Diploma 4.20 4.40 4.57 4.40 4.00 4.05 4.38 4.09 3.73 4.11 Bachelor's Degree 20 3.71 3.91 3.69 3.64 3.73 Master's Degree 4.40 4.60 4.14 4.60 4.25 Operator, clerk (G13, G12) 11 3.95 4.18 4.05 3.93 3.98 Officer (G11, G10) 11 3.64 4.04 3.69 3.56 3.74 Supervisor (G11, G10) 4.00 3.90 3.71 3.53 3.79 Manager (from G9 up) 3.90 4.20 3.86 4.00 4.06 1 year to years 10 4.10 4.28 4.06 3.82 4.05 From >3 years to years 3.80 4.09 3.69 3.69 3.73 Above years 3.54 3.69 3.53 3.60 3.57 Coach 4.53 4.47 4.00 3.60 4.42 Coachee 10 3.82 4.18 4.00 3.80 3.91 Both Coach and Coachee 17 3.73 3.94 3.71 3.69 3.73 24 3.83 4.03 3.76 3.67 3.82 3.87 4.27 4.14 3.93 4.02 Age Education level College Position Length of service Role in coaching Attended the Yes training about coaching Not Yet Appendix 8: Detail analysis of employees who aged below 25 years old Age below 25 years old Valid Relationship Awareness Motivation N Mean Mean Mean Support Employee Performance Mean Mean Male 14 3.90 4.01 3.86 3.81 3.89 Female 3.73 4.07 3.95 3.73 3.88 High School 4.00 4.60 4.29 4.00 4.38 Diploma 4.12 4.52 4.29 4.08 4.18 College 3.89 3.97 3.82 3.80 3.93 Bachelor's Degree 3.50 3.35 3.36 3.40 3.34 Master's Degree Operator, clerk (G13, G12) 16 3.89 4.04 3.88 3.81 3.90 Officer (G11, G10) 3.60 3.80 3.71 3.60 3.75 Supervisor (G11, G10) Manager (from G9 up) 1 year to years 3.88 3.88 3.71 3.73 3.73 From >3 years to years 4.60 5.00 5.00 4.40 5.00 Above years Coach 3.00 3.20 3.00 3.00 3.00 Coachee 14 3.90 4.01 3.87 3.83 3.89 Both Coach and Coachee 4.10 4.50 4.36 4.00 4.31 4.24 4.36 4.06 4.00 4.20 12 3.72 3.88 3.80 3.72 3.76 Gender Education level Position Length of service Role in coaching Attended the Yes training about Not Yet coaching