Exploring Coaching Leadership's Impact on employees’s

voice behavior

1. The theoretical model of this study:

2. Measure

For this study, we used published mature scales to measure the key variables.
Survey data were collected from employees from companies in Vietnam. The scales
were translated into Vietnamese by translation and back-translation to ensure the
effectiveness and accuracy of the measurement. All variables were measured using
a five-point Likert scale ranging from 1=strongly disagree to 5 = strongly agree.

a) Coaching leadership

CL was measured using the 12-item CL scale developed and validated by

Anderson (2013). However, we changed the questionnaire for the employee's
perspective, not for leaders.
DRAFT QUESTIONNAIRE
1. My leader has helped me develop themselves as an Individuals
2. My leader is very good at observing my work to guide me
3. My leader is very good at helping me all to express my own action
plans
4. The time my leader spend helping me is not valued for me (reversed
scale)
5. My leader asks questions of me and all of my team rather than
providing solutions
6. My leader finds it difficult to raise my performance shortfalls directly
and promptly with all the people the leader manage (reversed scale)
7. My leader gives me a good share of the decision making,
8. My leader actively help mel find and get training / learning to improve
my performance and skills
9. My leader is very conscientious in giving me all feedback on the work
positive and negative
10. Whenever my leader meet me and my team, he/she spend more time
listening than questioning
11. If any of person in my team has a good idea, my leader always use it
 12. My leader wants me and my team to be able to solve problems for
ourselves
b) Psychological security
We measured PS using the instrument developed by Edmondson (1999)

DRAFT QUESTIONNAIRE
1. If you make a mistake on this team, it is often held against you.
2. Members of this team are able to bring up problems and tough issues.
3. People on this team sometimes reject others for being different.
4. It is safe to take a risk on this team.
5. It is difficult to ask other members of this team for help.
6. No one on this team would deliberately act in a way that undermines my
efforts.
7. Working with members of this team, my unique skills and talents are valued
and utilized.

c) Openness to change

To measure OC we employed an instrument developed by Wanberg and

Banas (2000)
 DRAFT QUESTIONNAIRE
1. I would consider myself to be "open" to the changes the work teams
will bring to my work role.
2. Right now, I am somewhat resistant to the proposed changes in work
teams. (R)
3. I am looking forward to the changes in my work role brought about by
the implementation of work teams.
4. In light of the proposed changes in the work teams, I am quite reluctant
to consider changing the way I now do my work. (R)
5. I think that the implementation of work teams will have a positive effect
on how I accomplish my work
6. From my perspective, the proposed changes in the work teams will be
for the better.
7. The proposed changes in the work teams will be for the worse in terms
of the way that I have to get my work done. (R)
8. I think that the proposed changes in the work teams will have a
negative effect on how I perform my role in the organization. (R)
d) Voice behavior

VB was rated by the supervisor using an 11-item scale developed by Liang

and Farh (2012) to measure employee VB
 DRAFT QUESTIONNAIRE

Promotive voice
1. I proactively develop and make suggestions for issues that may
influence the unit.
2. I proactively suggest new projects which are beneficial to the work unit.
3. I raise suggestions to improve the unit's working procedure.
4. I proactively voice out constructive suggestions that help the unit reach
its goals.
5. I make constructive suggestions to improve the unit's operation.
Prohibitive voice
6. I advise other colleagues against undesirable behaviors that would
hamper job performance.
7. I speak up honestly with problems that might cause serious loss to the
work unit, even when/though dissenting opinions exist.
8. I dare to voice out opinions on things that might affect efficiency in the
work unit, even if that would embarrass others.
9. I dare to point out problems when they appear in the unit, even if that
would hamper relationships with other colleagues.
10. I proactively report coordination problems in the workplace to the
management.
e) Control variables

In addition, related studies have shown that demographic variables such as

gender, age, organizational tenure and so on can also affect employee VB
 Thus gender, age and organizational tenure of leader and subordinate,
respectively, were used as control variables in this study.

REFERENCES

1. Yuan, C., Wang, Y., Huang, W., & Zhu, Y. (2019). Can coaching leadership
encourage subordinates to speak up? Dual perspective of cognition-affection.
Leadership & Organization Development Journal, 40(4), 485–498.
doi:10.1108/lodj-01-2018-0009

2. Anderson, V. (2013), “A trojan horse? The implications of managerial

coaching for leadership theory”, Human Resource Development International,
Vol. 16 No. 3, pp. 251-266.

Edmondson, A. (1999), “Psychological safety and learning behavior in work

teams”, Administrative Science Quarterly, Vol. 44 No. 2, pp. 350-383.

3. Wanberg, C. R., & Banas, J. T. (2000). Predictors and outcomes of openness

to changes in a reorganizing workplace. Journal of Applied Psychology, 85(1),
132–142.

4. Liang, J., Farh, C. I. C., & Farh, J.-L. (2012). Psychological Antecedents of
Promotive and Prohibitive Voice: A Two-Wave Examination. Academy of
Management Journal, 55(1), 71–92. doi:10.5465/amj.2010.0176