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NATIONAL ECONOMICS UNIVERSITY

INTERNATIONAL SCHOOL OF MANAGEMENT AND ECONOMICS

HIGHER NATIONALS
BTEC HIGHER NATIONAL DIPLOMA IN BUSINESS (RQF)

Unit Code, Number and Title D/508/0491 – Unit 6: Managing a Successful Business
Project
Semester and Academic Year Semester 1, Academic year 2020-2021

Assignment Number and Title MSBP: Managing a Research Project (Assignment 1 of 1)

Issue Date 22 February 2021

09 March 2021 (Tuesday) 10AM: Logbook 1

27 March 2021 (Saturday) 10AM: Logbook 2
Submission Date
24 April 2021 (Saturday) 10AM: Logbook 3
08 May 2021 (Saturday) 10AM: Project management plan
IV Name Ms. Trinh Thi Thu Giang

IV Date 17 February 2021

Student Name Nguyễn Tùng Lâm

NEU Student ID 10200039 Pearson ID

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RETAINING BEST COACHES: FACTORS AND RELATIONSHIPS

Word count: 2130

I. Abstract:

This study determines roles that business coaches play in the business coaching industry,
factors affecting business coaching sessions and how to retain talented coaches for the
company. Data was collected from a survey administered to 28 people from at least 4 firms
in tandem with semi-interview with 4 managers to have a deeper understanding on the
relationship between coaches and clients in companies. Multiple regression research
methodology was conducted to test the impact of different factors on business coaching
sessions and the satisfaction. Descriptive statistics were applied to control demographic
characteristics and dependent variables. Findings suggest that in order to retain the best talent
for coaching company, the quality of business coaching sessions must be enhanced. This
study contributes to the existing literature on the roles of business coaching sessions and
provides new research on how business coaching has a profound impact on the customers’
personal and business goals.

II. Introduction:

Business coaching has long been defined as a conversation between coach and the client
following a predictable process aiming at top-notch perfromance, engagement in sustainable
improvement, and positive relationships (Kinlaw, 2002). In this study, the roles of coaches in
a company will be determined, how to retain best coaches and the impact of business
coaching sessions on the coach-client relationship, thus obtaining the clients’ personal and
business goals.

The contribution of this study to the existing literature of business coaching should be
noteworthy. First of all, retaining high quality coaches for the company is relatively new and
there are few studies in this domain have been conducted. Secondly, this study provides a
solid foundation, with the help of literature review, for understanding deeply the effect of
different factors on business coaching sessions and the client satisfaction. Finally, solutions
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for managers will be proposed to improve the quality and retain the best talent for the
company.

III. Methodology:
1. Approach to Methodology:
The goal of this study is to fill a gap in the literature on business coaching while also
determining the link between quitting and experience, laying the groundwork for future
improvements. Qualitative data is generally measured in such studies to determine the
underlying factors for coaching. This data format is also employed in the research of
(Blackman, et al., 2016) and (Clegg, et al., 2005) as a typical way for researching in the
industry. Quantitative data is considered as well, but the emphasis should be on
answering the "why" questions through the responses. Clegg et al. also said in their study
that qualitative data allows participants to respond freely and provides better insight. In
their study, Clegg et al. also found that qualitative data provides participants more
latitude in their responses and allows for greater interpretation by you. Your role as a
researcher should be to reflect on your position and analyze how personal perceptions
and involvement might influence the conclusion.
2. Sampling method, sample size, and process:
The needed quantitative data is collected using a survey. There are 18 questions in all,
with 11 multiple-choice questions, two open questions, and five rating questions. From
April 10th through April 30th, 2021, 28 people from at least four firms will be questioned
at their various locations. The survey takes 10 minutes to complete, and the researchers
hope to collect complete responses from all participants. Because some surveys may not
be finished completely, a backup business should be available before then, and the
minimum number of replies should be 25. In Schermuly's (2018) study, the sample size
was 52, with 43 real replies, but in Siegfried's (2010) study, the sample size was only 20,
with only 18 real replies. Although all sampling sizes have advantages and disadvantages,
choosing the middle ground would be the ideal strategy for combining two advantages.
Semi-structured interviews with representatives from all of the firms mentioned above
were undertaken in order to gain a better understanding of the company's genuine
situation (5 managers). Interviews will last 20 minutes, with an additional 5 minutes set
out for on-the-spot questions. Unless the participants object, note-taking will be the
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primary recording method, which will be utilized in conjunction with audio recording.
When Schermuly (2014) conducted one of the first studies on business coaching, he
popularized this strategy. Using 20+5 minutes for an interview is equivalent to using the
POMODORO methodology, and it will assist boost the interview's efficiency while also
minimizing the time it takes to collect data (Wiginton & Cartwright, 2020). Fully
organized interviews were also explored as a strategy, but they don't fit well into the
business coaching scheme since generalizing concepts might lead to misconceptions, and
researchers are unable to improvise if unanticipated occurrences occur (GORDON,
2007). As a result, semi-structured interviews were chosen as the interview method of
choice for this study.
3. Data analysis:

Before the analysis, the data is prepared. Quantitative data was examined for missing data
as well as statistically assessed for trends and mistakes. Simultaneously, qualitative data will
be examined. Deeper knowledge of participants' emotion, opinion, and perception will be
taken into account by classifying and recognizing the meaning of words, phrases, and
sentences, which will boost the efficiency of the final analysis.

IV. Literature Review:

1. Challenges in Business Coaching Theory and Practice:
-Summary: This work is based on the fact that “business coaching” is rarely mentioned in
research. Its goal is to discover the link between coaches and good coaching practice, as
well as to identify some possible issues with corporate coaching. According to Blackman
et al., coaching effectiveness is intimately linked to the coach, and using HRM theories to
manage them is proposed.
What I've learned: Task effectiveness is tied to the task performer, and HRM (especially
talent management) must provide additional support for them.

2. The Challenges of Business Coaching as an Emerging Industry:

-Summary: This paper examines the foundations of business coaching and assesses the
future challenges that the industry may face. Companies in Australia are thought to be
small, uncompetitive, and uninterested in learning, which can lead to quality issues for
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coaching firms. Due to its infancy, Clegg, et al. conclude that business coaching will face
more problems in the future, including service standard, perception development, and
durability establishments.
- What I learned: The study is dated 2005, and a lot has changed since then. Despite the
fact that the issues are less serious, coaching businesses continue to have a terrible image.
The following paper will go into the specifics.

3. Clients abandoning business coaching:

- Summary: The purpose of this study is to address one of the most understudied aspects
of business coaching: "Why customers quit and how does it affect coaches." Coaches are
frequently greeted with dropouts, and there are four basic reasons for this. Schermuly
concludes that the four reasons described above are the primary reasons of dropout, offers
practical solutions to address the issue.
- What I've learned: Perception continues to be a decisive factor in client dropout, and
this has a significant impact on coaches' self-worth and job longevity.

4. Sport and business coaching: A sport psychologist's perspective:

- Summary: From a psychological standpoint, the study examines the different sport
coaches and business coaches. Gordon finds that in terms of transformative leadership
and as a valued asset for any club, the two coaches are nearly equal. He also mentioned
that some of the same things that satisfy sport coaches also satisfy business coaches.
- What I've learned: In coaching, retaining and developing talent is critical. Both coaches
are concerned about certain aspects, and if properly provided, organizations can simply
manage their personnel.

5. Becoming Your Own Business Coach (Review):

- Summary: A book titled "Becoming Your Own Business Coach" is mentioned in the
paper. It demonstrates how a coach's desire differs from that of an executive, and how
difficult it may be if coaches lack tolerance, patience, and a willingness to accomplish
things on their own.
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- What I've learned: Coaches are looking for self-awareness, new abilities and skills, as
well as a personal life. This leads them to consider becoming an executive on their own,
and coaches must weigh the advantages of both sides in order to make career decisions.
6. Talent management techniques' effectiveness:
- Summary: This article defines TM and suggests ways for implementing it in a
commercial setting. Companies may have a major influence on human resource
outcomes, such as work satisfaction and level of commitment, by maintaining and
developing people.
- What I've learned: TM can have a good influence on any company, leading to excellent
organizational results.
V. Main findings and discussions:

Demographic Percentages N M SD
Characteristics
Age (years)
20-35 3.5 1 3.08 0.48
36-50 35.71 10 3.38 0.53
50+ 60.71 17 3.11 0.49
Gender
Male 32.3 9 3.31 0.53
Female 67.7 19 3.17 0.50
Years of Coaching Experience (years)
1-3 years 21.43 6 3.17 0.44
3-5 years 28.57 8 3.29 0.57
5+ years 50 14 3.13 0.46
Focus of business coaching sessions (p <.05)
Vision/strategy/goals/environment - 5 0.15 1.58
Clients - 6 0.23 1.79
Production - 4 0.30 1.93
Procedures - 6 0.01 1.94
Human - 7 0.03 2.03
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Business Coaching Satisfaction (p < .05)

Length - 2 5.20 1.73
Method - 5 5.67 1.43
Relationship with coach - 6 5.91 1.24
Style of coaching - 8 5.60 1.42
Outcome - 7 5.40 1.60
Business coaches’ roles (p <.05)
Sounding board (feedback) - 9 6.07 1.14
Listener (encouragement) - 8 5.67 1.64
Counsellor - 7 5.36 1.57
Advisor - 4 5.49 1.53

Theme Hypothesis Study Results Literature Results

Support
Business H1a: The adopted role Accept H1a (R.G.Lord & This study supported
Coaches’ positively influences the Reject H1b, H1c D.J.Brown, 2004) the literature that
Role collaborative focus of (Popper & business coaches play a
business coaching Lipshitz, 2000) vital role in creating a
sessions positive change in
H1b: The adopted role managerial style and
positively influences the behaviours. Also, this
firm’s internal locus-of- study assumed that a
control business coach is the
H1c: The adopted role leader, and the customer
positively influences the is the subordinate in the
firm’s external locus-of- coaching relationship.
control This study provides a
support as to establish
motivation and
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suitability for coaching

sessions.
Business H2a: Business coaching Accept all (Avolio & This study supported
coaching session focus positively Gardner, 2005) the literature that
session influences the results of business coaching
focus business coaching session focus positively
H2b: Business coaching increases both personal
session focus positively and business-related
influences the firm’s results. In this study,
internal locus-of-control standardized parameter
H2c: Business coaching estimate is 0.61, 0.39
session focus positively and 0.60 when p is
influences the firm’s smaller than 0.1, 0.05
external locus-of-control and 0.01 respectively.
These statistical results
provide a valid and
reliable instrument for
business coaching.
Business H3a: Business coaching Accept H3a, H3c (Kernis, 2003) This study supported
coaching satisfaction positively Reject H3b (Simons, 2002) the literature that
satisfaction influences the firm’s business coaching
internal locus-of-control creates an equilibrium
H3c: Business coaching between satisfaction and
satisfaction positively the engagement of
influences the firm’s support from internal
satisfaction with stakeholders. also,
coaching assuming the coach is
H3b: Business coaching the leader and the client
satisfaction positively is the subordinate, this
influences the firm’s study also reflects self
external locus-of-control development and
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relationship between
coach and client.
Business H4a: Business coaching Reject all (Dealy & This study supported
coaching results positively Thomas, 2006) the literature that results
results influence the firm’s (Evered & of business coaching
internal locus-of-control Selman, 1989) activities only facilitate
H4b: Business coaching coaching and mentoring
results positively activities. Thus,
influences the firm’s business coaches should
external locus-of-control monitor closely
coaching activities to
maximize profits.

VI. Conclusion:

The purpose of this study is to determine the roles of business coaches, different factors
affecting business coaching sessions and client satisfaction, and how business coaching
affects the client’s personal and business goals. First, there was statistical evidence
suggesting that business coaches played a vital role in creating a positive change in
managerial style and behaviour. Secondly, business coaching session focus positively
increases both personal and business-related results, creating an equilibrium between
satisfaction and the engagement of not only coaches but also client. Finally, business
coaching activities only facilitate coaching and mentoring activities. In conclusion, managers
should come up with incentive strategies and monitor closely to retain best coaches and
improve the quality of business coaching.

VII. Project reflection (performance review):

1. Limitations:

One limitation relates to the limited information regarding the experience of coaches:
only half of the surveyed people had more than 5 years working in the business coaching
industry, which turns out to have a detrimental impact on the effectiveness of business
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coaching activities. Another limitation is the small size of sample, perhaps due to the limited
access to the business coaching firms under the impact of COVID-19 pandemic.

VIII. Reference:

Avolio, B. & Gardner, W., 2005. Authentic Leadership Development: Getting to the root of
positive forms of leadership. The Leadership Quarterly, 3(16), pp. 315-318.
Dealy, M. D. & Thomas, A. R., 2006. Managing by accountability: What every leader needs to
know about responsibility, integrity, and results. Westport: Praeger Publishers.
Evered, R. D. & Selman, J. C., 1989. Coaching and the art of management. Organizational
Dynamics, 8(2), pp. 16-32.
Kernis, M. H., 2003. Optimal self-esteem and authenticity: Seperating fantasy from reality:
Reply. Psychological Inquiry, 1(14), pp. 83-89.
Kinlaw, D., 2002. Coaching for commitment. 2nd Edition ed. New York: Jossey-Bass.
Popper, M. & Lipshitz, R., 2000. Organizational Learning: Mechanisms, culture, and feasibility.
Management Learning, 2(31), pp. 181-196.
R.G.Lord & D.J.Brown, 2004. Leadership processes and follower self-identity. Mahwah:
Lawrence Erlbaum Associates, Inc..
Simons, T., 2002. Behavioral integrity: The perceived alignment between managers' words and
deeds as a research focus. Organization Science, 1(13), pp. 18-35.
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IX. Appendices:

Questionnaires:

I. General information:
1. What is your gender?
o Male
o Female
o Others
2. Which age group do you belong to?
o 20-35 years old
o 35-50 years old
o 50+ years old
3. How long have you worked as a coach?
o 1-3 years
o 3-5 years
o 5+ years
4. What inspires you to be engaged in the business coaching industry?
…………………………………………………………………………..

II. Research questions:

1. Which role does a coach play in your company?
o Sounding board (feedback)
o Listener (encouragement)
o Counsellor (analyze problems and suggest solutions)
o Advisor
2. What is (are) the main focus of the coaching sessions?
o Vision/strategy/goals/environment
o Customers
o Production
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o Procedures
o Human
3. What are you satisfied withbusiness coaching sessions?
o Length
o Method
o Relationship with coach
o Style of coaching
o Outcome (what you receive/feel after these sessions)