EFFECT OF COACHING ON EMPLOYEE

PERFORMANCE IN COMMERCIAL BANKS: A CASE OF

STANDARD CHARTERED BANK KENYA LIMITED

BY

CATHERINE WAMBUI MURIITHI

UNITED STATES INTERNATIONAL UNIVERSITY-

AFRICA

SUMMER, 2016

ii

EFFECT OF COACHING ON EMPLOYEE PERFORMANCE IN

COMMERCIAL BANKS: A CASE OF STANDARD CHARTERED BANK

KENYA LIMITED

BY

CATHERINE MURIITHI

Project Report Submitted to the Chandaria School of Business in Partial

Fulfillment of the Requirement for the Degree of Masters of Business

Administration (MBA)

UNITED STATES INTERNATIONAL UNIVERSITY AFRICA

SUMMER, 2016

iii

STUDENT’S DECLARATION

I’m the undersigned, I declare that this is my original work and has not been submitted to

any other college, institution or university other than the United States International

University Africa in Nairobi for academic credit.

Student’s name:

Signed: ________________________ Date: _____________________

Catherine Wambui Muriithi (645319)

This project has been presented for examination with my approval as the appointed

supervisor.

Signed: ________________________ Date: _____________________

Stephen M. Nyambegera, PhD

Signed: _______________________ Date: ____________________

Dean, Chandaria School of Business

iv

COPY RIGHT

Copyright © 2016 CATHERINE W. MURIITHI. All texts, graphics or other works are

copyrighted works of CATHERINE W. MURIITHI. The Author reserves all the rights.

No part of this research this report that should be recorded, reproduced or transmitted by

any mean with authorized permission from the author or United States International

University.

v

DEDICATION

This work is dedicated to my family for the role they have played in shaping my life as it

is today. Their impact in my life has made it possible for me to believe that we should

never give up in life.

vi

ABSTRACT

This study sought to look into the relationship existing between coaching and employee

performance among frontline employees and Line managers in Standard Chartered Bank.

This study sought to understand specifically how coaching builds staff performance, and

what areas need to be looked at so as to address any concerns the coaches may have on

the process. The study was guided by the following objectives; to establish the effect of

frequent provision of feedback on employee performance at Standard Chartered Bank; to

evaluate the effect of a structured coaching plan on employee performance at Standard

Chartered Bank and to determine the effect of the coaching environment on employee

performance at Standard Chartered Bank.

The study employed a descriptive survey design, systematic random sampling was used

to obtain a sample of 140 respondents from a population of 200 frontline sales staff. To

select informative and useful information for the study among the interviewed line

managers, purposive sampling was used. Questionnaires were the main data collection

instruments used. The completed questionnaires were then edited to ensure is consistency

and completeness. The quantitative data that was already collected was analysed using

descriptive statistics by the help of SPSS (Version 20). The analyzed data was then

presented in form of frequencies, percentages, means and standard deviation. Bar and pie

charts, graphs and prose means were used to display the information. Multiple regression

analysis and correlation analysis were further employed in the study.

The study established that frequent provision of feedback influenced employee

performance at Standard Chartered Bank to a greater extent. The study further established

that to a greater extent, structured coaching plan influenced employee performance. A

coaching environment was found to influence employee performance to a great extent.

The study findings revealed that frequent provision of feedback; structured coaching plan

and coaching environment were all significant factors and positively influenced

employee’s performance of standard chartered bank. This study concludes that a coaching

environment enhances morale, motivates and helps in improving productivity.

The study therefore concluded that without an effective feedback provision network,

structured coaching plan and conducive coaching environment organizations won’t

achieve their coaching programme goals as expected. When coaching is used in an

vii

organization, it is important for the participants to learn that feedback is a powerful tool

that can be used to increase customer satisfaction, cultivate high trust working

relationships, improve employee performance and to cultivate both personal and

professional relationships. This study also concluded that a structured coaching plan

promotes more open communication, is transparent, and builds trust and mutual respect.

This study therefore recommended that the bank management should ensure that a well-

planned and strategic coaching program is in place and the coaching is done and

implemented effectively. The management should also ensure that coaching program is

exposed to all employees. A feedback mechanism should be established at the start of any

mentoring or coaching programme. The purpose of the coaching session should be well

explained to the employee by the coach so that the employee has realistic expectations.

viii

ACKNOWLEDGEMENT

I would like to thank all who assisted me in the course of my studies. I acknowledge my

supervisors for their guidance and positive criticism. I also thank the lecturers of the

Chandaria School of Business, for their contribution to my research project.

Above all, I am thankful to God for having given me the strength and grace to pursue my

further studies.

ix

TABLE OF CONTENTS

STUDENT’S DECLARATION ...................................................................................... iii

COPY RIGHT ................................................................................................................... iv

DEDICATION.................................................................................................................... v

ABSTRACT ....................................................................................................................... vi

ACKNOWLEDGEMENT ............................................................................................. viii

LIST OF TABLES ............................................................................................................ xi

LIST OF FIGURES ......................................................................................................... xii

LIST OF ABBREVIATIONS ....................................................................................... xiii

CHAPTER ONE ................................................................................................................ 1

1.0 INTRODUCTION........................................................................................................ 1

1.1 Background of the Study ............................................................................................ 1

1.2 Statement of the Problem ........................................................................................... 5

1.3 Purpose of the Study .................................................................................................. 6

1.4 Research Objectives ................................................................................................... 6

1.5 Significance of the Study ........................................................................................... 7

1.6 Scope of the Study...................................................................................................... 7

1.7 Definition of Terms .................................................................................................... 8

1.8 Chapter Summary ....................................................................................................... 8

CHAPTER TWO ............................................................................................................... 9

2.0 LITERATURE REVIEW ........................................................................................... 9

2.1 Introduction ................................................................................................................ 9

2.2 Feedback Provision .................................................................................................... 9

2.3 Structured Coaching Plan ......................................................................................... 13

2.4 Coaching Environment ............................................................................................. 18

2.5 Summary and Research Gap .................................................................................... 22

CHAPTER THREE ......................................................................................................... 24

3.0 RESEARCH METHODOLOGY ............................................................................. 24

3.1 Introduction .............................................................................................................. 24

3.2 Research Design ....................................................................................................... 24

3.3 Population and Sampling Design ............................................................................. 25

3.4 Data Collection Methods .......................................................................................... 26

3.5 Pilot Test ................................................................................................................. 26

3.6 Research Procedures ................................................................................................ 27

x

3.7 Data Analysis Methods ............................................................................................ 27

3.8 Chapter Summary ..................................................................................................... 28

CHAPTER FOUR ............................................................................................................ 30

4.0 DATA ANALYSIS AND INTERPRETATION ...................................................... 30

4.1 Introduction .............................................................................................................. 30

4.2 Demographic Information ........................................................................................ 31

4.3 Provision of Feedback .............................................................................................. 34

4.4 Structured Coaching Plan ......................................................................................... 36

4.5 Coaching Environment ............................................................................................. 38

4.6 Performance ............................................................................................................. 41

4.7 Correlation Analysis ................................................................................................. 42

4.8 Overall Regression Model ........................................................................................ 43

4.9 Chapter Summary ..................................................................................................... 44

CHAPTER FIVE ............................................................................................................. 46

5.0 DISCUSSION, CONCLUSION AND RECOMMENDATIONS .......................... 46

5.1 Introduction .............................................................................................................. 46

5.2 Summary .................................................................................................................. 46

5.3 Discussions ............................................................................................................... 47

5.4 Conclusion ................................................................................................................ 52

5.5 Recommendations .................................................................................................... 53

REFERENCES ................................................................................................................. 56

APPENDICES .................................................................................................................. 63

Appendix I: Letter Of Introduction ................................................................................ 63

Appendix II: Questionnaire ............................................................................................ 64

xi

LIST OF TABLES

Table 3.1 Target Population ……………………………………………………….…….26

Table 3.2 Sample Size……………………….…………………………………………...27

Table 4.1 Response Rate .............................................................................................. …..30

Table 4.2 Reliability Coefficients ...................................................................................... 30

Table 4.3 Role of Coaching ............................................................................................... 33

Table 4.4 Provision of Feedback ....................................................................................... 34

Table 4.5: Model Analysis for Feedback Provision........................................................... 35

Table 4.6: ANOVA of Feedback Provision ....................................................................... 35

Table 4.7: Coefficient of feedback provision .................................................................... 36

Table 4.8 Structured Coaching Plan .................................................................................. 36

Table 4.9: Model Summary of Structured Coaching Plan ................................................. 37

Table 4.10: ANOVA of Structured Coaching Plan ........................................................... 37

Table 4.11: Coefficient of Structured Coaching Plan ........................................................ 38

Table 4.12: Coaching Environment ................................................................................... 38

Table 4.13: Model summary for Coaching Environment .................................................. 39

Table 4.14: ANOVA for Coaching Environment .............................................................. 39

Table 4.15: Coefficient for Coaching Environment .......................................................... 40

Table 4.16: Performance .................................................................................................... 41

Table 4.17: Correlations Coefficient.................................................................................. 42

Table 4.18: Model Summary ............................................................................................. 43

Table 4.19: ANOVA .......................................................................................................... 43

Table 4.20: Table of Coefficients ...................................................................................... 44

xii

LIST OF FIGURES

Figure 4.1 Duration Worked .............................................................................................. 31

Figure 4.2 Coaching Sessions Attended ............................................................................ 31

Figure 4.3 Duration Worked Current Position ................................................................... 32

Figure 4.4 Level of Education ........................................................................................... 32

xiii

LIST OF ABBREVIATIONS

CEMS: Customer Experience Management System

GROW: Goal Reality Options What Next

ICF: International Coaching Federation

LM: Line Manager

NBC: Needs Based Conversation

PM: Portfolio Manager

RM: Relationship Manager

1

CHAPTER ONE

1.0 INTRODUCTION

1.1 Background of the Study

Every organization’s ultimate goal is to achieve its strategic objectives. Making profits is one

of the strategic objectives for many organizations. Employee performance is an important

building block of an organization that lays the foundation for high performance. It enables

the organization goals to be consistently achieved in both an efficient and effective way

(Anderson, 2012). There are different factors that influence the performance of employees in

an organization. These include: Personal characteristics of the employee including prior

experience, confidence, heredity, ability and their personality, standards set by the line

managers, motivation to perform, frequency of evaluation, team work and product

knowledge (Bacal, 2011).

To enhance employees high performance, employers should come up with measures that can

help their employees work and think individually while meeting their responsibilities in an

innovative way, while at the same time understanding and foreseeing their industry’s market

and business situation (Gadot, 2012). Consequently the question of how an employee can

work in both an efficient and effective manner to maximize a firm growth and productivity

arises. An effective coaching program can be of an immense assistance to help increase

productivity and engagement of staff in an organization. Gadot (2012) points out that the

relationship existing between performance and leadership is both indirect and direct, this is

why it is important for employers to develop their members of staff by use of development

programs. Jarvis (2014) explains that different factors are responsible for increased use of

coaching by different organizations today. Many organisations work under time pressure and

dealing with change is nowadays an everyday challenge. An employee ability to learn and

also adapt has become an important skill in today’s organization. Therefore coaching is used

in today’s workplace to help employees regulate workplace changes.

Further, the organisations are more flat, there are broader management roles and lower job

security which also have been contributing factors to the growth of coaching. This in turn

2

means that newly skilled individuals want more responsibilities and performance and

coaching can hence support these individuals in achieving these changes. It is also a focus on

lifelong learning and learning throughout one’s life time is becoming increasingly vital in

today’s society (Jowett, 2012). Coaching supports many learning steps which leads to more

employees to learn compared to traditional learning methods. Organizations can have

different and diverse development needs and small firms have a disadvantage since very few

employees have specific skills to meet such development needs. Coaching can in this case

offer a good approach for development, which can be focused on the individualized, just-in-

time development.

As mentioned earlier, Jarvis (2014) explains that there is an increasing trend in today’s

organisations of individual learning and development in recognizing developmental need of

the employees, help in personal problem solving and planning of activities to be undertaken

by the employee. Further, employees demand for different types of training and people are

more motivated and learn best when the training is connected and relevant to their job.

Research has found that employee’s job performance is a function of their ability, their

motivation to work, and their chance to organize their ideas, knowledge and abilities in an

effective way. Coaching can help in enhancing an employee performance as It provides the

employee with a chance to increase their skills and motivation which eventually leads to an

overall positive impact on the employee job performance. By improving the performance of

the individuals, it will in turn drive the organisational performances through increased labour

productivity, service quality and enhanced customer satisfaction (Jarvis, 2014).

Coaching as used in the workplace is a recent development. Apprenticeships and other forms

of individualize coaching have been in existence for decades however the earliest form of

coaching that has been used in the workplaces is “developmental counseling” (Flory, 2015).

Kampa-Kokesch and Anderson (2011) points out that from 1940 to 1979, consultants were

the ones performing organizational coaching. Coaches during this time were mainly

organization development (OD) professionals and psychologists whose main focus was OD

issues. However, the coaching field went through a growth spurt and was used in different

areas of service such as career coaching, outplacement and life coaching etc. Hudson (1999),

3

explains that the growth of this form of coaching was accelerated by the complexities that

came with placements, mergers and downsizing that have increased in recent times. With

time the leader’s role evolved to mainly that of coming up with solutions for the rising form

of different pressures and ambiguities in the global context. Top managers were asked to be

both strategic decision makers and masters of the “soft” skills required to effectively manage

people (Sherman & Freas, 2014). Increased growth has been observed in the workforce and

executive coaching from 1995 to present day. The number of publications written in regard

to coaching, the focus on coaching research and the organizations that train coaches have

increased.

Ference (2011) study’s explains that staff motivation is an important factor which can be

enhanced through the coaching process. When an employee is willing to increase his or her

effort to meet goals and objectives, the manager needs to increase his or her effort to provide

constructive feedback. For instance if a manager notices a new or improved behavior in a

staff it is important for the manager to praise such a behavior. On the other hand, if the

manager would notice an improper behaviour, it should be discussed as an area of

improvement. He manager or coach can ask the employee how he or she could have handled

the same situation in a better way and after analyzing the employee response, the reasons

behind the response can be determined by the coach or manager. It might have been because

of a lack of information concerning the expectations, a lack of understanding about how to do

the job, or a lack of motivation from the employees (Duffy, 2013). Coaching could be used to

keep employees working towards goals that meet the organisation’s performance needs and

the employee’s learning needs.

In workplace learning, the individual coaching, mentoring and work groups related play an

important role (Dougherty, 2013). Research shows that there are several possibilities for

using coaching as a management tool and it should be a part of the management process.

Development of skills in an organization can help staff give their maximum to the firm which

can also enhance a worker’s satisfaction on the job. Gladis (2012) states that the objectives

with coaching are for example that the employees will perform better, which in turn will lead

4

to increased results in the organisation; the employees will enjoy the work and get more

motivated, which also leads to better results of the organisation; the leader itself has a more

meaningful work and strengthens one’s position which in turn will increase the benefits for

the organisation and the competitive advantage will enhance as well.

Rowold (2012) adds that latest studies show that organizations heavily invest in Human

Resource Development interventions including coaching to update and skill the employees in

order to attain job performance, job satisfaction and job involvement. Coaching and offering

technical and non-technical training can improve the employee’s skills. Thus coaching is an

important undertaking as it can lead to improved job performance and better focus of work

related issues. Coaching supports an employee work development plans (Richard, 2013).

Standard Chartered is a global company of 50,000 employees operating in 70 countries

(Richard, 2013). Man firms have large growth aspirations and global footprint is one of them,

such firms view the development of their leaders as an important undertaking for the success

of their future business. The ‘strengths-based ‘leadership approach formed in 2000 was one

leadership development program started by the Standard Chartered bank to develop the banks

leaders. As part of this ongoing initiative, the organization has a network of 200 ‘Strength

Coaches’ across the globe. The coaches initially were all HR relationship managers, who

were invited to become Strength Coaches as a component of their role.

SCB WAY another firm introduced coaching in 2012 as a part of the firm’s line mangers

role. To become a coach, individuals must attend a four-day training course and complete

coaching sessions with all their team members every month as part of their professional

development. The coaching sessions use the staff qualitative and quantitative data and are

recorded. Monthly reviews are made making any needed adjustments in the goals and

checking on the progress of the process. If a staff would like more support, they can arrange

additional meetings with their team leader. The sessions are ace o face. Standard Chartered

Bank’s Retail Banking management is keen to ensure that employees perceive individual

attention and development. This results in higher staff engagement and the bank has seen the

results in stronger business performance and lower employee turnover.

5

1.2 Statement of the Problem

There are many factors that affect employee performance in an organization that managers

need to be aware of and work to improve at all times. So that employees can give their best,

the mangers are required to provide them with the tools needed for their roles. Performance

coaching is critical for any organization to undertake to improve their employee performance

and keep ahead of their competition.Coaching should not be seen as a subject in isolation,

since it is a combination of several aspects. Coaching motivates and supports staff in addition

to giving them authority as It empowers the employees in some firm decisions that are

important to the firm. Well-motivated employees are something that each service

organisation aims for, and the productivity of the employees might increase by implementing

coaching. Managers use coaching to a certain extent.

According to Kets (2015) coaching can also be done in groups in order to create high

performing teams. Further, coaching is important for the reasons that it could give

empowerment to the employees, because of the privilege to have responsibility. Coaching

can also motivate the employees to change and it can also enhance employee’s cooperation

(Kruzela, 2011).

Assessments on previous studies in the field of training are limited to formal educational

courses and instructor led training methods. Local Studies include; Onyango (2012) who

conducted a study on The Influence of training and development on employee’s performance

and found out training and development has a positive impact on employee performance in

terms of productivity. Another study by Cephas (2013) on the training interventions on

performance found that there is a direct correlation between training and performance. Ngugi

(2014) carried a study on the perceived relationship between training and development and

employee performance according to the study results, development and training did affect the

performance of employees. Training and development enables teamwork among the

employees, it also enables the team to be consistent in their work, ensures there is harmony

among employees and leads to an overall increase in the employees performance (Musili

2010).

6

The Standard Chartered Bank management has put up a sales management structure that is

guided by sales Management principles. The operating rhythm ensures managers drive

pipeline management, catchment area key activities, centralized performance management

and daily tracking of sales activities, coaching and portfolio management, collaboration with

their key stakeholders and developing their people capacity and capability. The key sales

channels are aligned with business strategy, which includes expectations of all frontline sales

staff to optimize sales productivity.

However, despite this effort by management, the performance dashboards and balanced

scorecards paint a different picture, and only about 50% of frontline staff continuously

achieves good ratings on their scorecards, month on month (Mwita, 2011). The bank

continues to lose on average 5% of sales frontline staff laid off due to poor performance. A

larger number of staffs are also served warning letters linked to unmet standards set on their

score cards. Despite these observations and an increasing need for employee productivity,

there are few studies that look at the effect of coaching on the performance of employees.

There is an existing gap in research of this area. The current study sought to address this

concern.

1.3 Purpose of the Study

The objective of the study was to analyze the effect of coaching on employee performance at

Standard Chartered Bank Kenya Limited

1.4 Research Objectives

1.4.1 To establish the effect of frequent provision of feedback on employee performance at

Standard Chartered Bank

1.4.2 To evaluate the effect of a structured coaching plan on employee performance at

Standard Chartered Bank

1.4.3 To determine the effect of the coaching environment on employee performance at

Standard Chartered Bank

7

1.5 Significance of the Study

1.5.1 To the Banking Industry

This research aims to measure performance within the banking industry, particularly at

Standard Chartered Bank Kenya Limited. It is intended to find out the variance, and what

constructs of coaching need adjustment; and make possible recommendations to enhance the

implementation of the coaching programme to increase employee performance in

organizations.

1.5.2 To Organization Providing Coaching and Mentoring Services

Further, in addition to determining the value added to coaches through coaching, the study

will shed light on what more can be done to enhance the coaching experience to have greater

impact on business and employee performance. Local literature and research materials do not

have the required information to help the researcher understand the effect of coaching thus

the study will help users understand coaching dynamics in terms of the market in Kenya.

1.5.3 Researchers/ Scholars

There is a knowledge gap within Kenya, and this insufficient data makes it difficult to

quantify the advantages of having the coaching system in place. The study also seeks to

evaluate what the coaching system has equipped the coaches with, that sets them apart from

their competitors. It is expected that the study will provide baseline data for future research in

this field in Kenya, and be a source of academic and business reference.

1.6 Scope of the Study

There are many components that make up coaching according to Douge and Hastie (1993).

The bank under study has established a coaching program which trains line employees and

manages who enhances the skills they have in coaching. The organization uses a coaching

model which allows the model to be coachee centered and driven. The research targeted the

frontline sales staff and Line Managers who had been involved in formal coaching at

Standard Chartered Bank.

8

1.7 Definition of Terms

1.7.1 Coach

Coggins (2011) defines a coach an individual whose is involved in instructing, directing and

training an individual or teams operations. A teacher can also be called a coach.

1.7.2 Coachee

Dougherty (2013) defines coachee as a person who receives training from a coach, especially

in business or office practice

1.7.3 Coaching

Ference (2011) defines coaching as training or development process via which an individual

is supported while achieving a specific personal or professional competence result or goal.

The person who is being coached can be called a coachee.

1.7.4 Mentoring

Jarvis (2014) defines mentoring as a system of semi-structured guidance where a person

shares their experience, knowledge and skill to help one to make progress in their careers and

lives. Mentors should be accessible and also willing to help in case one needs their help

within agreed boundaries.

1.7.5 Training

Kets (2015) defines training as the acquiring of competencies, skills and knowledge from

vocational training or as a result of taught practical skills or being competent in a knowledge

that is related to a specific useful skill.

1.8 Chapter Summary

This chapter introduced the study with special reference to effect of coaching on employee

performance at Standard Chartered Bank Kenya Limited. The areas of discussion contained

in this chapter were as follows: background of the problem, statement of the problem,

research objectives, significance of the study, scope of the study and definition of terms.

Chapter two the literature review, chapter three research methodology, chapter four the

results and findings, chapter five covers the discussion, conclusion and recommendations.

9

CHAPTER TWO

2.0 LITERATURE REVIEW

2.1 Introduction

The literature review chapter reviews literature that is relevant to the current subject of study

of coaching effect on the performance of employees in financial based institutions. The

process of literature review involved the review of literature from academic sources such as

books, journals, electronic library, national policy papers, and end of year financial books of

accounts, past research studies and other scholarly works published. This chapter also

focused on conceptualization in a bid to identify the nature, subject, purpose and broad

content of the research problem.

2.2 Feedback Provision

Feedback, an additional coaching tool which shares universal acceptance in many types of

coaching and has been found to be a strong determinant in promoting self-esteem in

employees coaching (Smith, 2010), serves many purposes. Kets (2015) saw feedback as a

way to help the employee gain greater insight concerning his or her own subjective

experience, which can lead to better management of emotions and eliminate subjective

distortion of events. Diamante (2012) agreed, adding that increased self-awareness gained

through the process of assimilating feedback is key to maximum performance as a leader.

Feedback should also be given in the right manner. Diedrich (2011) advised that feedback be

specific, accurate, detailed, and refer to actual behaviors rather than be subjective and

evaluative in nature. Maurer (2011) found that feedback concerning good performance

helped to enhance subsequent performance. In the workplace the coach may provide

feedback to the employee, elicit feedback from the employee, or manage the process of

receiving, reviewing, and utilizing feedback from internal and external workplace sources

(Christensen, 2013).

The development and use of 360-degree multi-rater feedback tools were first used primarily

for employee development purposes and all results were strictly confidential. Dalton (2015)

10

reported a growing trend to use information contained within the reports for administrative

purposes, such as denial or awarding of promotions and raises. Dalton argued (2015) that

using the feedback instrument in this way ignores very basic psychological principles of

behavioral change.

The first step in helping an individual change their behavior is to provide feedback and create

insight concerning maladaptive behaviors in a way that is non-threatening and can be

received in a context of psychological safety. Dalton (2015) argued that allowing

administrative personnel access to feedback for punitive reasons undermines the confidential

relationship between coach and employee and can be threatening and harmful to the

employee.

Praise as a form of feedback has been rated by employees as a more important incentive

when given by a coach versus a different source (Smoll, 2010) and has been found to play a

major role in the process of self-enhancement and performance (Anderson, 2012). Feltz et al.

(2012) found that coaches who had high self-efficacy gave more encouragement than those

coaches who had low self-efficacy and were more prone to give instructional and corrective

feedback.

2.2.1 Feedback Provision as Developmental Tool

CIPD (2012) lists some examples of situations where coaching is a suitable development tool

to include: helping competent technical experts develop better interpersonal or managerial

skills; developing an individual’s potential and providing career support; developing a more

strategic perspective after a promotion to a more senior role and handling conflict situations

so that they are resolved effectively.Various academics have generally come up with four

main dimensions to the coaching role (Abercrombie, 2010). These dimensions are:provision

of direction which involves explaining the values and goals of the department in a concise

and clear way , this is an important undertaking in the performance management cycle

planning part. Employees need to understand the context in which they work so that they can

see the link between their performance and the department's overall success (Astorino, 2012).

If the department goals are understood, the employees will find it easier to translate these

goals into being part of their own goals. In coaching, the employees are able to understand

11

the firm priorities and also stay focused on the goals of the firm. Staff might also be in need

of technical direction to learn a new task or in case they have been assigned new tasks. the

manager and the coach is required to keep the right commitment in place to ensure the

employees meet their goals.

2.2.2 Removing Obstacles

Resource for Removing Obstacles; the coach can act as an important resource for removing

those employees that act as obstacles to others thus paving way for some to progress, the

coach can also provide needed resources to employees who need to progress, the coach can

also act as a sounding board for a worker as the worker comes up with his or her strategy for

overcoming an obstacle (Coggins, 2011). Johnson (2013) reported that organizations that

want to capitalize on knowledge-based employees will need to shift to a consultative and

participatory management style. This kind of style is sometimes referred to as coaching.

Coaching needs managers to change from their traditional roles of monitoring and controlling

their juniors to that of being consultants with their junior staff. Hackman and his colleagues

looked at the most important function of team coaches and identified three features of group

interaction which affected the team performance effort levels; first, the group’s knowledge

secondly, the skill level of the group and third how appropriate the performance strategies

used were (Hackman, 2011).

Research has shown that the effectiveness of a team depends on the three performance

processes if a team meets the three important criteria, It is more likely to perform better

compared to a team that is not able to fulfil one or more of the said criteria. As with other

processes, these three performance processes are susceptible to process loss but also present

an opportunity for process gain (Wageman, 2011), which is where coaching functions come

into play. Interventions made by coaches to inhibit process losses in each of the performance

process and promote process gains are called Coaching functions (Wageman, 2011).

Hackman and Wageman (2015) have broken the coaching functions into: motivational which

is the coaching that target the group members effort, consultative is the coaching that targets

group performance appropriateness and educational is the coaching targeting the group

members skills and knowledge (Hackman and Wageman, 2015).

12

Hackman and Wageman (2015) team coaching model targets the processes involved in the

team performance tasks rather than the interpersonal relationships of the team members.

Further, Hackman and Wageman (2015) point out that interpersonal processes are driven by

tasks rather than vice versa. Gersick (2011) did a field based study where she observed and

tracked various project teams whose periods of performance were in months or days

according to the results of the study, ever project team had a unique approach in performing

its task and the team used this approach until the midpoint life cycle of the group.

Thus coaching interventions are best used when the team seeks to address two of the

interventions at the beginning or midpoint of the process. While one intervention sough to

improve interpersonal relationships among group members the other sough to come up with

the most appropriate strategy for the task at hand (Woolley, 2010; Hackman & Wageman,

2015). According to Woolley’s (2010) results, the coaching intervention that was strategy

based was not effective at the beginning although it was more effective at the midpoint it can

therefore be said that the teams need to gain experience of the task before they can come up

with strategies on how to tackle the task.

Further, Johnson (2013) explains that coaching should include giving ongoing support and

feedback to a staff throughout the whole year especially in performance management cycle.

Johnson further notes that coaching allows the employee to be given his or her performance

aspects in real time and the employee can be part of coming up with how best he or she can

change their behavior so as to excel well.

2.2.3 Feedback Provision and Performance Improvement

Improving Performance; as a coach, the manager is responsible for creating a learning

environment where employees are supported in their efforts to continuously improve to meet

today's challenges (Bandalos, 2013). The coach improves performance by gauging the

employee current ability; giving the employee feedback; asking the employee to point out

why she or needs to perform better and providing opportunities to the employee that can fill

the existing gap

13

For improvements to continually occur, a safe environment that can enable risk taking and

creativity must be provided by the coach. Mistakes should be seen as learning lessons and

setbacks seen as opportunities to do better. This form of support enables the employee to

have the confidence needed to do better (Belf, 2015).

Opening up Possibilities; another goal of coaching is the development of capabilities so that

the beneficiary can be able make decisions and solve challenges. This is done by asking the

right questions, challenging the employee's thinking, offering new options, supplying

additional information that expands employee's understanding or providing a new

interpretation to a situation. Coaching is important as it enables the employee to be

empowered as part of the decision making team (Berger, 2015).

2.3 Structured Coaching Plan

Goal setting and a structured coaching plan, as universally used are described by Locke and

Latham (2012) as a highly effective motivational tool and has been demonstrated to increase

management productivity (Locke, 2011). Anderson (2012) found that combining goal setting

with publicly posted feedback and praise enhanced employee’s performance. Goal setting in

combination with feedback was also found to increase performance in managerial

interviewing skills (Nemeroff, 2011). Successful goal pursuit can be compromised by

distractions unless appropriate self-regulatory skills are used to cope with desirable activities

unrelated to the goals an employee and coach have agreed upon (Gollwitzer, 2010). Although

there are many social-psychological variables associated with goal intention, the strength of

an individual's intent to follow through is thought to have a positive effect on self-regulation

of behaviors (Bandura, 2012).

2.3.1 Goals Directed Behaviours

Associative structures that underlie stimulus and response behaviors and reinforcement are

also aspects of goal directed behavior and self-regulation that can be negatively or positively

impacted depending upon the associations made (Pavlov, 2015). Other variables that

influence goal-directed behavior are the amount of energy invested in the goals, the variation

in the nature of the goals, and the way in which the goals are organized (Hyland, 2010).

14

According to Hunt (2014), Employee's performance is a rating system used in most

corporations to determine the abilities and output of an employee. The five components of

Performance are: monitoring, planning, training, rewarding and developing.

The planning stage involves setting goals so that the employees work time can be measured

and the coach can see if the employee can meet the set goals or reach new goals. Monitoring

is the phase in which the goals are looked at to see how well one is doing to meet them. This

can also be a feedback stage in which employers determine if progress is being seen or not.

The employee improves any poor performance at the developing stage. The rewarding stage

is the last stage at the end of the cycle.

The coaching process generally occurs during individualized coaching sessions, which are

strategic results-focused business meetings between the coach and executive. The coaching

sessions are typically constructed to be time-sensitive and complimentary to the executive’s

everyday business life (Stern, 2012). There are different ways in which coaching can be

structured in line with the needs of the clients and the coach availability (Stern, 2012).

Almost 60% of coaching sessions are thirty minutes to an hour (Zackon, 2010). According to

Grant and Zackson (2009) phone couching represents 63% of the goal coaching while face to

face coaching makes up 34%. The majority of face-to-face coaching sessions occur in the

executive’s office (Bono, 2010), thus enabling the often busy client to attend to work matters

while accommodating the coaching.

Coaching sessions may last for a couple of weeks or many months, with current research

reporting that 48% of coaching contracts are between 7-12 months, which represents the

dominant time-frame of the coaching assignments (Coutu and Kauffman, 2010). The

literature describes how coaches are wary of clients developing a dependency on their

services (Wellner, 2012). Most coaches- 40% state that they have had to deal with a client

who is overly dependent while 8% of coaches state that they have had a contract that

extended for more than 19 months (Coutu & Kauffman, 2011). The coaching process is

generally designed to help a client to independently make choices and decisions that attain

goals when the coach is no longer around, so life-long dependency, which is ethically

questionable, becomes unnecessary (Wellner, 2012).

15

The challenge of establishing the best fit between coach and executive may take on an added

layer of complexity in international organisations where a dearth of executive coaches may

narrow the available pool of best fit coaches (Abbott, 2011). Moreover, less opportunities

might exist for another coach to establish a strong relationship of trust with the executive. In

the international context, telephone coaching may be necessary but may impede relationship

building, which takes on extra significance in relationships with cultural barriers (Bresser,

2012). Likewise, if the coaching is taking place in cultures that are resistant to helping

interventions, then more effort may need to be expended in building the relationship. Lastly,

as culture and knowledge of international challenges would seem to be relevant, the

executive coach may need to demonstrate some type of subject matter expertise in order to

build and sustain the relationship. Thus the relationship between the coach and the executive

would be more complex especially in the international context compared to the domestic

context.

2.3.2 Benchmarking

The origin of the term performance has been interpreted differently and given different

benchmarks by various academicians. Performance can be said to be a construct that is

multidimensional and used to achieve targets, the term also is strongly linked to a firm’s

goals (Mwita, 2010). Managers are expected to use their abilities to the maximum and at all

levels provide their efforts without being supervised. However, there are many expectations

from managers working for an organization. These stated expectations are in some cases met

by the managers while in other situations, the managers need to consult their bosses on the

best direction to take.

It is thus paramount that the staff working at the frontline be developed such that they can

perform their duties individually and in an innovative manner while at the same time being

able to understand and foresee existing business and market situations. Consequently, a

question arises about how an employee can work more efficiently and effectively to increase

the productivity and growth of an organization. An effective coaching program can be of an

immense assistance to help increase productivity and engagement of staff in an organization.

16

Employees peg their success on stable, controllable and internal factors like ability and effort

and they peg their failures to external and unstable factors. This then brings the discussion to

the attributes of the coachee, where Weiner, (2015) states that theorists agree that people

have a general tendency to utilize self-protecting and self-enhancing attribution patterns

(Skaalvik, 2010) imply that individuals are in control of their success.

Coaches look into a client’s environment and situation so as to understand the clients

operating context. The assessments may comprise the pre-coaching diagnostic work a coach

performs in order to prepare for the coaching engagement (Jarvis, 2013). Coaches may use

informal assessments (such as interviewing and shadowing) or formal assessments (such as

360-degree multi-rater or assessment tests) in order to form a greater understanding of the

client’s needs, challenges and strengths (Coutu & Kauffman, 2011). Pre-coaching diagnostics

may also help to determine a baseline that can then be measured post-coaching to quantify

and qualify any areas of growth, improvement or change (Allsworth & Griffin, 2015).

There does not seem to be much research that explores the impact or effectiveness of pre-

coaching diagnostic work or assessments on the coaching process and its outcomes, although

there is much research that validates the individual assessment tools used by coaches

(Allsworth & Griffin, 2015). Bono’s (2011) study, to determine whether a coach’s

psychological background and training impacts the coaching process, seems to find little

difference between the effectiveness of psychologically-trained coaches versus non-

psychologically-trained coaches. Bono (2011) finds that a coach’s background and training

do predict “how he or she will conduct coaching, who he or she will coach, what assessments

and tools he or she may choose, and how he or she will evaluate coaching effectiveness.” For

example, Bono (2011) finds that psychologically-trained coaches are more likely to use

instruments, tools and methods which are supported by stronger empirical validity than non-

psychological coaches. The current research that exists does indicate that psychological

coaches use formal assessments more than non-psychological coaches (Bono et al., 2011),

while 77% of coaches use the 360-degree multi-rater tool and only 39% of coaches use

psychometric tools (Coutu & Kauffman, 2012). Coutu and Kauffman (2012) did a survey

where he deduced that, interviews as a tool was used by many coaches-86% to collect

information from their clients. The assessment and pre-diagnostic work done by the coaches

17

was to expand both the client and the coach awareness so as to make it easier for the client to

accurately point out areas where strategies and goals can be formed around.

2.3.3 Self-Enhancing Attributions

Attributions which are self-enhancing strengthen how a person’s sees ability, control and

competence. People who regard their abilities as the force behind their success are expected

to feel a rise in self-efficacy. Because successful outcomes are judged to result from the

individual’s own capabilities and strengths and to be under his or her personal control, it

seems reasonable to hypothesize a positive relationship between self-efficacy and internal,

controllable and stable causal attributions following successful performance (Peterson,

2015).

As there is a tendency toward self-protection, unsuccessful achievements are generally not

attributed to low ability or competence abilities (Skaalvik, 2010). Research shows that

individuals tend to protect the self by attributing unsuccessful outcomes to controllable

factors for instance, “I can work harder or work smarter next time” or to external factors that

are unstable or due to external variables such as another person or the situation for example, I

didn't succeed because of the unique circumstances in this task and as soon as those

circumstances change, I shall be successful” (Skaalvik, 2010).

In general, internal, unstable and controllable attributions following failure lead to positive

future expectations of success because the individual believes that he or she can control the

cause of the unsuccessful behaviour (Bandura, 2013). Similarly, when a person fails and

makes attributions to uncontrollable, stable and internal causes like their lack of ability, these

attributions can make the person feel helpless and exert the same negative results in the

future since the person might feel that they do not have or he have very minimal control on

their behavior (Abramson, 2011). Because people tend to engage in self-protecting

attributions when experiencing failure in achievement situations, there should be little or no

reduction to self-efficacy beliefs.

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2.4 Coaching Environment

When coaching within an organizational setting there is an eighth component to success,

which is organizational support for coaching and allotment of sufficient time and money by

the organization (Kilburg, 2011). Wasylyshyn's (2013) survey indicated that coaches believe

it is their responsibility to manage the relationship with the sponsor, and notes that successful

management of this aspect contributes to the likelihood of a positive outcome.

Lowman (2015) added that effective coaching within an organization appears to integrate the

dynamics of individual psychology approaches with the needs of the organization on both

individual and system levels, taking into account the environmental context of each

intervention. A complete understanding of the corporate culture in which the coaching

intervention is taking place is also essential according to Richard (2013). Factors tha affect

the success of coaching outcome are divided into two namely; skills and abilities and

employee related factors. Employee related factors include the employee commitment,

willingness and motivation in regard to sticking to the provided plan that seeks to achieve the

laid down goals. The second category concerns the skill and ability of the coach to provide

structure, foster trust and rapport, and appropriately choose the correct coaching tools to use

in each coaching scenario.

A study conducted by Arnott and Sparrow (2004) of 1,153 organisations across the UK,

found that organisations used coaching for three main reasons: supporting a strategic

initiative, supporting leadership development, responding directly to individual request. This

is further supported by a recent CIPD Training and Development survey (2004), which

demonstrated that organisations are now placing increasing importance on creating and

fostering cultures that support learning and development. Encouragingly, more than 70% of

organisations rated this among the three most important factors when supporting effective

learning. The survey findings also showed that respondents felt that it was imperative for line

managers to play a significant role in advising on and supporting development activity.

However, the survey concluded that 66% of respondents claimed that there was no formal

written strategy for their coaching activities taking place in their organisation, and only 6%

claimed to have one that covered all staff. Furthermore, only 5% claimed to have line

mangers who had been trained to coach their team members, and a worrying 49% only had a

19

minority of trained line managers which were usually as part of a wider management training

programme.

These findings suggest that, whilst organisations claim to recognise the importance of

coaching, they do not necessarily develop the appropriate culture that is required for

coaching to be effective. While the functions of mentoring and coaching relationships

invariably overlap, they are separate types of developmental work relationships. Coaching is

directly concerned with the immediate improvement of performance and skill by a form of

tutoring or instruction. Mentoring is, in effect, one step removed and is concerned with the

longer term acquisition of skills. Effective coaching requires both the coach and the person

coached to fulfil their relative roles. The degree to which this is achieved depends on a

number of variables, including the experience of both parties in coaching relationships, their

interpersonal skills, motivation and commitment.

2.4.1 Performance Tracking

Olivero (2012) research indicated that executive coaching increases performance, and

Gegner's survey (Anderson, 2012) indicated that coaching contributes to behavioral change;

but the question remains, "What defines a successful coaching intervention?" Brotman et al.

(2011) believed that sustained behavioral change is the best performance tracking tool.

Sustained behavioral change was defined as: a displaced change in the target behavior by the

executive. This change is consistent even under pressure or stress. Internalizing the

psychological insights and the undesirable behavior sustains the new behavior while

coaching makes the insights to be pragmatic action steps.

2.4.2 Evaluating Effectiveness

In addition to measuring sustained behavioral change, Lowman (2011) argued that research

reports of case studies needed to establish criteria for evaluating the effectiveness of

coaching using objective data, as opposed to subjective dimensions such as employee

satisfaction. Goodstone and Diamante (2012) argued that 360-degree feedback tools provide

only partial evaluative data and that criteria must also be based on knowledge about adult

development and behavioral change theories. Kampa and Anderson (2011) cautioned that

20

subjective data must be collected carefully and be representative of the population being

studied. The authors maintained that pertinent information regarding methodology,

measurement, and analysis is also important to present for evaluations of successful

interventions to be made. Coaches surveyed by Wasylyshyn (2013) cited the following as

indications of a successful intervention: change in behavior; increased understanding of self;

more effective leadership; credibility of coach and company satisfaction.

Coaching goals lie at the heart of coaching and the main thrust of the coaching process is to

engage the coach and client in a series of action orientated conversations that result in

beneficial outcomes for the executive and the organisations (Grant, 2015, Grant & Cavanagh,

2014, Grant & Zackon, 2014). The methods, models and techniques that the coach uses

derive from a host of sources, some grounded in previously established empirical research

and others that have only anecdotal validity (Peltier, 2011). The literature and research

surrounding goals and goal attainment and the various methods, models and techniques that

coaches use to guide goal attainment is vast and beyond the scope of this literature review

(Peltier, 2011). However, there does seem to be a gap in the coaching literature and research

in regards to exploring what particular methods, models and techniques best support

particular goals (Bono et al., 2011).

As mentioned previously though, Bono et al’s (2011) survey of coaches reveals that there are

essentially two models that coaches uses to address the goals of executive clients: the

reflective model and the interventionist model. These two models address four over-arching

goals that impact executives: personal growth goals and development goals (reflective), and

business competencies goals and behavioural change goals (interventionist) all other goals

can be sub-grouped under these overarching goals (Bono et al., 2011). This categorization of

goals and supporting models allows for a better understanding of which particular models,

methods and techniques can be used and when, how and for what purpose they are to be

used.

It should be noted that the goals and corresponding models are not rigidly composed, but

there is fluidity between them as some behavioural change may need some tools of reflection

and some development may need specific business competencies (Grant & Zackon, 2014).

21

As Grant and Zackon (2014) note, “coaching sessions and indeed whole coaching

engagements” will tend to be either focused on an executive’s challenges with skills,

performance and development and, as such, the coaching sessions will fall into either a

reflexive model or an interventionist model.

2.4.3 Solving Workplace Issues

Lowman (2015) added that successful coaching removes barriers to understanding that limit

solving workplace issues. Many authors agreed that feedback is critical to the success of the

coaching outcome (Anderson, 2011). The success or failure of an employee to accomplish

their desired outcomes with coaching can be influenced by many factors. Kilburg (2011)

identified seven aspects that are essential to coaching effectiveness. The employee and the

coach commitment to progressive development make up two of these factors. The third factor

is the coach understanding of the problems and characteristics of the employees. This was

reiterated by Winum (2015) who emphasized that coaches must focus their assessment and

intervention efforts on both the employee's behavioral capabilities and the context in which

they and their capabilities are being challenged, especially when the employee is

underachieving.

No authoritative guidance exists on how a coach should act or deliver his services to obtain

maximal return on the investment. The common belief is that the coach should be well

knowledgeable and have various techniques and tools for his work (Thompson, 2012). Other

characteristics that have been said to be important for coaches include he or she should be a

good listener, should be able to create trust, he or she should also support learning and be

able to ask powerful queries. Moreover, as with other professions, customers expect coaches

to have extensive work experience in their field. In specific executive coaching literature

(Bolch, 2011), qualifications such as experience from industry, business and organisational

experience, along with experience from equal positions to the coachees, are brought forward.

In the ongoing debate critics (Whitmore, 2012) point out that such requirements may be

counterproductive when the neutrality and objectivity of the coach are lost and the possibility

of a break-through is never identified.

22

Coaches provide feedback in a number of different circumstances and there are several tools

and techniques to provide feedback (Natale & Diamante, 2015, Skiffington & Zeus, 2013,

Zeus & Skiffington, 2013, Zeus & Skiffington, 2013). Feedback is critical information that

lets a client understand how they are doing and what changes, if any, still need to be made

(Gregory et al., 2011). Coaches often will use feedback as part of the coaching process to

follow up with the client regarding the progress through action steps and goal attainment

(Bono et al., 2012). Feedback gives encouragement, can motivate and also gives direction.

Research on feedback provided in coaching has focused more on the feedback that the clients

are given and less on how effective the feedback given by the coach to the client is.

Although feedback as part of the coaching process is well advocated and taught, it is not

often researched, which creates a gap in understanding best practices. Another gap is the

effect feedback has on executives especially internationally. Abbott (2016) suggests that

feedback helps to build increased self-awareness and self-reflection which assists expatriates

in understanding and assimilating cultural differences, while maintaining one’s own identity.

Passmore (2010) suggests that non-Western manager’s experience increased levels of self-

awareness and self-reflection which assists their communication and relationship building

skills within and between cultures. As such, feedback may be critical in the performance and

development of international managers working together and managing teams.

2.5 Summary and Research Gap

The success or failure of an employee to accomplish their desired outcomes with coaching

can be influenced by many factors. Kilburg (2012) identified three aspects that are essential

to coaching effectiveness in organisations. The first two are the employee’s and coach's

commitment to the path of progressive development. The second is the coach's thorough

understanding of the employee's characteristics and the problems and issues they bring to

coaching.

Wein (2015) concur explaining that coaches should focus their intervention and assessments

efforts on the context that the employee is being challenged and the behavioral capabilities of

the employee especially if the employee results are not satisfactory. The literature review

provides the importance of relationships in coaching and also gives examples of how to

23

establish effective coaching. The literature provides for both individual and organizational

needs. The extensive literature review done indicate that there is little empirical evidence that

exists in regard to coaching especially on coaching effects in the banking industry. Most

research on the area has been done on the sporting and manufacturing sectors. This study’s

aim was to fill this existing research gap by doing a research on the effects of coaching on

employee performance at Standard Chartered Bank, in Kenya.

24

CHAPTER THREE

3.0 RESEARCH METHODOLOGY

3.1 Introduction

Research methodology is the approach used in the study of a research topic. It is the

framework used in the research. The chapter looks at the research methodology that was used

for the study. The source and data type are also described in the chapter, the sampling

techniques, methods used to come up with the study sample size and target population. The

chapter looks at the collection and analysis of data. The research methodology further

provides the guidelines for gathering and processing the research information used in the

current research.

3.2 Research Design

A descriptive research design was used for the current study. According to Sekaran (2012),

descriptive research design is a non-experimental in that it deals with the relationships

between non manipulated variables in a natural rather than laboratory setting. The conditions

and events have already happened and he researcher can select the variables that are most

relevant for analyzing the existing relationships.

In Descriptive design, he hypothesis is also formulated and tested and generalizations of

findings are arrived a through inductive-deductive reasoning. Descriptive design also

employs methods of randomization so that error may be estimated when inferring population

characteristics from observations of samples and the variables and procedures are described

(Cooper and Schindler, 2013).

Although the coaching process is already established in Standard Chartered Bank, there has

been no study to assess the effect of coaching on the overall performance. The bank is

continuously faced with regrettable attrition from performance management. The researcher

using this research sought to investigate the variance and come up with recommendations

that could improve the banks overall performance.

25

3.3: Population and Sampling Design

3.3.1: Population

The research targeted the frontline sales staff and Line Managers who had been involved in

formal coaching at Standard Chartered Bank. 45 Of the banks line managers had undergone

coaching training and they were part of the process. Front line employees totaling 155 were

continuously coached in 2015.

Table 3.1: Target Population

Category Number

SME Relationship Staff 20

Priority Relationship Staff 25

SME Portfolio Staff 35

Personal Financial Staff 75

Line Managers 45

Total 200

3.3.2 Sampling Design

3.3.2.1 Sampling Frame

A sampling frame is a comprehensive list of all sampling units, from which a sample can be,

selected (Mugenda & Mugenda , 2013). The study’s sampling frame was made up of line

employees and line managers that were working at Standard Chartered Bank.

3.3.2.2 Sampling Technique

Systematic random sampling was used to obtain a sample of one hundred and forty (140)

study respondents from the two hundred front line staff and line managers who had access to

coaching. Purposive sampling was used to select key informants among the line managers

who were interviewed in the study.

3.3.2.3 Sample Size

All the population members that are to be studied are referred to as a sampling frame

(Mugenda & Mugenda , 2012). The study adopted a mathematical formula for the purpose of

determining the sample size. According o Mugenda and Mugenda (2012) the following

mathematical formula can be used to determine the sample size. The sample was distributed

across the various population categories using a sample ratio of 0.7. Mugenda, and Mugenda

(2012), indicated that sample size 10% to 20% is sufficient for a study

26

Table 3.2: Sample Size

Category Population Sample Ratio Sample Size

SME Relationship Staff 20 0.7 14

Priority Relationship Staff 25 0.7 18

SME Portfolio Staff 35 0.7 25

Personal Financial Staff 75 0.7 53

Line Managers 45 0.7 32

Total 200 0.7 140

3.4 Data Collection Methods

The main instruments used for data collection were questionnaires. These contained close-

ended items, where the respondents were required to tick or circle the most appropriate

answers. To assist in administering and collecting questionnaires a research assistant was

trained. Consultations with professional coaches at Standard Chartered Bank were used to

establish content validity during the construction of the questionnaires. Nachmias and

Nachmias (2010) advocate for the use of expert judgment to improve content validity.

3.5 Pilot Test

The use of a pilot test by the researcher allowed for the questionnaire to be validated and pre-

tested. According to Cooper and Schindler (2013), the pilot group can range from 25 to 100

subjects depending on the method to be tested but it does not need to be statistically selected.

This pilot study involved 10 respondents working at Standard Chartered Bank. Since during

the pilot study, statistical conditions are not adhered to, the respondents of the pilot study

were conveniently chosen (Cooper and Schindler, 2013). The main aim of this was so as to

make any necessary changes in the questionnaire such that the main study’s respondents

would not have any problem when sought to answer the questionnaire questions.

27

3.5.1Validity

Validity is the extent to which the research sample is a representative of the content the

sample has been designed to measure. In this study content validity will be used to measure

the degree to which the use of a particular data collection instrument was a good

representation of a specific content or domain of a given content. Mugenda and Mugenda

(2013) agree that to assess the content validity of a research measure It is best to use a given

fields expert or professional. The opinion of experts in the study was sought and the experts

asked to comment on the questionnaire suitability and representativeness, the experts also

provided suggestion on the corrections that required to be made to the structure of the study’s

questionnaire. The content validity of the collected data was improved through this manner.

3.5.2Reliability

The consistency of a measure is what is defined as reliability. This is measured using the test

retest measure. When many similar items are included in a test, or a diverse sample of

individuals are measured or using testing procedures that are uniform then reliability is

increased. The Cronbach alpha score of the instrument used to collect primary data was

calculated. Cronbach alpha measurers ranges between 0-1. When the Cronbach alpha Scores

are between 0-0.6 it shows that the instrument reliability is low. When e scorers are 0.7 and

higher then reliability and internal consistency is high (Cooper and Schindler, 2013)

3.6 Research Procedures

The researcher administered the questionnaire individually to all respondents of the study.

By keeping a register of the questionnaires sent and those received, the researcher ensured

that the questionnaires that were given out to the respondents were all collected. Both

primary and secondary data was collected and used in this study. The questionnaires assisted

to gather and generate the primary data. Secondary data was gathered from published

material and information from other sources such as annual reports, company, libraries,

research centers, and internet.

3.7 Data Analysis Methods

To ensure the questionnaire were complete and consistent before processing their responses,

they were edited. Quantitative data collected was analyzed by the use of descriptive statistics

28

using SPSS (Version 21) and presented through percentages, means, standard deviations and

frequencies. To determine the relationship between the study dependent and independent

variable further regression analysis was conducted. The information was displayed by use of

bar charts, graphs and pie charts and in prose-form. To generate charts and graphs the

responses from the questionnaires were tallied, the percentages of the responses variations

were computed and the data was described and interpreted in line with the assumptions and

objectives of the study. Content analysis was also be used to test data that was qualitative in

nature, usually that which was collected from the open ended questions. Regression and

correlation analysis and analysis of variance (ANOVA) were further conducted to determine

the relationship between the study variables. The relationship between the variables was

stated using a mathematical function.

Y =f(X1, X2, X3)

The dependent variable, which was Employee performance, was represented by Y and X1, X2

and X3 were the independent variables. Therefore, an analytical model of a linear multiple

regression equation of the form shown below was developed.

Y=α +β1X1+β2X2+β3X3 +e1

Where:

Y= Employee performance

α = Autonomous factors

X1=Provision of Feedback

X2=Structured Coaching

X3=Coaching Environment

β1 β2 β3 β4= Coefficient for the independent variables

e= Error term - Captures all relevant variables not included in the model because they

are not observed in the data set

3.8 Chapter Summary

The chapter has described the methodology that has been used for this research including the

study research population, data collection and analysis and the sample size and design. Both

29

quantitative and qualitative data analysis methods were used in the presentation and analysis

of data. The study’s population was made of staff and managers at standard chartered bank.

A structured questionnaire was used to collect data and the collected data was analyzed with

the help of SPSS (Version 21).

30

CHAPTER FOUR

4.0 DATA ANALYSIS AND INTERPRETATION

4.1 Introduction

The study’s research findings regarding the effect of coaching on employee performance at

Standard Chartered Bank Kenya Limited are presented in this chapter. A total of 140

frontline employees and line managers were used as the study’s population. For data analysis

both descriptive and inferential statistics were used.

Table 4.1: Response Rate

Category Questionnaires

Given Out

Questionnaires

Returned Response Rate

Front sale staff 100 63 63%

Line Managers 45 37 82%

Total 145 100 69%

Table 4.1 above gives the study response rate, the questionnaire return rate was 63% for the

front sale staff and 82% for the line managers. Mugenda (2003) points out that a 50%

response rate is an adequate response, 60% is a good response and a response that is 70% and

above is rated very well. The response was thus rated good. The commendable response rate

was achievable after the researcher administered the questionnaires personally and made

personal visits and phone calls to remind the respondents to fill-in and return the

questionnaires.

Table 4.2: Reliability Coefficients

Scale Cronbach's Alpha Number of Items

Provision of feedback 0.834 5

Structured Coaching 0.767 5

Coaching Environment 0.82 6

Cooper and Schindler (2008) has indicated 0.7 to be an acceptable reliability coefficient.

Table 4.4 shows that provision of feedback had the highest reliability (α=0.834) followed by

coaching environment (α=0.820) and structured coaching (α=0.767). This shows that each of

31

the four scales can be said to be reliable since the value of each of their reliability value is

greater than the required threshold of 0.7.

4.2: Demographic Information

Figure 4.1: Duration Worked

The study sought to determine the duration worked by the respondents at Standard Chartered

Bank. The findings show that most of the respondents have worked for 2-5 years as shown

by 48.60%, those who have worked for 1-2 ears are 27. 10% while those who have worked

for more than five ears are 24.3%. This is an indication that all the respondents had a

significant banking experience and had adequate knowledge on the coaching procedures and

whether it had yielded any substantive benefit to the organisation.

Figure 4.2: Coaching Sessions Attended

32

The study sought to determine whether the respondents had attended coaching sessions as

provided by their organisation. Majority of the respondents 94% attended the coaching

sessions while only 6% did not attend the sessions. The research indicate that these sessions

were done by line managers or external consultants. This indicates that the study did target

the right individuals who had the information needed for this study.

Figure 4.3: Duration Worked Current Position

The study also wanted to determine the duration worked in the current position by the staff,

the findings indicated that majority of the respondents as shown by 75.7% had not changed

from their current position. This shows that it’s easier for these respondents to give credible

information regarding any major improvement recorded from the employees after undergoing

any form of coaching in the organisation.

Figure 4.4: Level of Education

33

The study sought to determine the level of education attained by the respondents, the study

findings as shown by 68.6% had achieved bachelors, 17.1% indicated that they attained

masters, 10% indicated diploma and 4.3% indicated to have a certificate as their highest

education level. Since all the respondents were well educated, their responses are considered

reliable. According to the study results majority of the respondents had studied up to college

as they had diplomas and they did understand the information that the researcher sough to be

used in the study.

Table 4.3: Role of Coaching

ROLE OF COACHING

Str

on

gly

agre

e

Agre

e

Neu

tral

Dis

agre

e

Str

on

gly

Dis

agre

e

Mea

n

Std

dev

iati

on

Coaching helps me understand my roles

and helps me know what my priorities

are.

39 55 4 1 1 4.3 0.25

The coach at Standard Chartered Bank

helps me continuously improve on my

performance.

24 34 20 13 9 3.51 0.09

Coaching challenges my thinking and

offers new options. 16 30 40 5 9 3.39 0.14

Coaching has helped inspire me to go

above and beyond what is expected of

me.

9 25 30 20 16 2.91 0.08

The feedback channels used at Standard

Chartered Bank are adequate to provide

for my coaching needs

5 17 23 25 30 2.42 0.09

From the finding on the respondent level of agreement on statement relating to role of

coaching, the study found that majority of the respondent strongly agreed that coaching helps

them understand their roles and helps them to know what their priorities are and that coach at

Standard Chartered Bank helped them continuously improve their performance as shown by

mean of 3.51 and 4.3 in each case. The respondents had a neutral opinion that coaching

challenged their thinking and offered new options as represented by a mean of 3.39. Further

34

the respondent had a neutral opinion that coaching had inspired them to go above and beyond

what is expected of them as shown by a mean of 2.91. Finally, the respondents dis agreed

that the feedback channels used at Standard Chartered Bank were adequate to provide for my

coaching needs as shown by a mean of 2.42. This was supported by low standard deviation,

an indication that respondent held similar opinion.

4.3 Provision of Feedback

Table 4.4: Provision of Feedback

EFFECT OF PROVISION OF

FEEDBACK

Str

on

gly

agre

e

Agre

e

Neu

tral

Dis

agre

e

Str

on

gly

Dis

agre

e

Mea

n

Std

dev

iati

on

My coach provides feedback that helps

me focus on the work that I am doing 8 12 30 45 5 2.73 0.17

My coach explains to me the techniques

that make me more effective 10 20 40 12 18 2.92 0.11

My coach tells me when I do a

particularly good job, and offers

constructive criticism to help me

improve my performance

18 30 20 18 14 3.2 0.06

My coach pays special attention to

correcting my mistakes 13 24 30 18 15 3.02 0.07

Feedback from my coach helps me

correct errors in time 20 25 27 15 13 3.24 0.06

From the finding on the respondent level of agreement on statement relating to effect of

provision of feedback, the study found that majority of the respondent had a neutral opinion

on the following statements; Feedback from their coach helped them correct errors in time as

shown by a mean of 3.24. My coach tells me when I do a particularly good job, and offers

constructive criticism to help me improve my performance as shown by a mean of 3.2 and

that their coach pays special attention to correcting their mistakes as shown by mean of 3.02.

Also the respondents were neutral that coach explains to them the techniques that make them

more effective and feedback from their coach helped them correct errors in time as shown by

35

a mean of 2.92 and 2.73 in each case. This was supported by low standard deviation, an

indication that respondent held similar opinion.

4.3.1 Regression Analysis of Construct Provision of Feedback

Regression analysis was conducted to empirically determine whether feedback provision

was a significant determinant of employee’s performance. Regression results in the following

table indicate the goodness of fit for the regression between provision of feedback and

employee’s performance was satisfactory.

Table 4.5: Model Analysis for Feedback Provision

Model R R Square

Adjusted R

Square

Std. Error of the

Estimate

1 . 66a .634 0.618 4.72236

An R squared of 0.618 indicates that 61.8% of the variances in the employee’s performance

are explained by the variances in the feedback provision during coaching. The correlation

coefficient of 0.66 show the predictor variable effect on the employee’s performance at the

bank is strong and positively correlated. However, these findings indicate that there are other

variables affecting the variances in employee’s performance besides feedback provision

during coaching.

Table 4.6: ANOVA of Feedback Provision

Model Sum of Squares df Mean Square F Sig.

1

Regression 3.878 1 3.878 5.75 0.00

Residual 2185.5 98 22.301

Total 2189.38 99

The overall model significance was presented in Table 4.6. An F statistic of 5.75 indicated

that the overall model was significant. The probability value of (0.000) support this

observation. This value of probability (0.000) is smaller than (0.05) which is the conventional

probability value. The model used can thus be used to predict in a significant manner the

change in employee’s performance of Standard Chartered Bank. The study, therefore,

36

rejected the null hypothesis H01 at 95% confidence interval, meaning there was a significant

relationship between frequent provision of feedback and employees performance in the bank.

Table 4.7: Coefficient of feedback provision

Coefficients

Model

Unstandardized

Coefficients

Standardized

Coefficients

t Sig. B Std. Error Beta

1 (Constant) 91.805 5.426 16.919 .000

Feedback

Provision

.529 .209 .066 1.711 .000

The feedback provision coefficients are presented in Table 4.7. The results show that

feedback provision during coaching contributes significantly to the model since the p-value is

0.000. According to the findings, a single positive unit change in the provision of feedback

during the coaching process led to an employee performance change at the rate of 52.9 %.

This shows that the giving of feedback has a positive effect on employee performance. This

further indicates that the giving of feedback frequently can be used to significantly explain

employee’s performance at Standard Chartered Bank.

4.4 Structured Coaching Plan

Table 4.8: Structured Coaching Plan

STRUCTURED COACHING PLAN

Str

on

gly

agre

e

Agre

e

Neu

tral

Dis

agre

e

Str

on

gly

Dis

agre

e

Mea

n

Std

dev

iati

on

My coach sends me an invitation in advance of

the coaching session 5 17 35 20 23 2.61 0.10

I am satisfied with the frequency of the coaching

sessions 3 10 23 30 34 2.18 0.13

The length of the coaching sessions is adequate to

discuss the agreed goals 7 15 17 40 21 2.47 0.12

During the coaching session, I feel I am given

support in the areas I need to focus on 17 20 35 17 11 3.15 0.09

I feel that information I log into the CEMS is

beneficial to me – can provide valuable data

to use during the coaching session

12 24 35 17 12 3.07 0.09

37

From the finding on the respondent level of agreement on statement relating to structured

coaching plan, the study found that majority of the respondent had a neutral opinion on the

following statements; During the coaching session, they felt they are given support in the

areas they need to focus on as shown by a mean of 3.15.Further they felt that the information

they log into the Customer Experience Management System (CEMS) is beneficial to them

and can provide valuable data to use during the coaching session as shown by a mean of

3.07.They also stated that their coach sends them an invitation in advance of the coaching

session as shown by a mean of 2.61 and that the length of the coaching sessions is adequate

to discuss the agreed goals as shown by a mean of 2.47. The respondents indicate that they

disagreed that the frequency of the coaching sessions was satisfying as indicated by a mean

of 2.18.

Table 4.9: Model Summary of Structured Coaching Plan

Model R R Square Adjusted R Square Std. Error of the Estimate

1 78.67 .763 .721 6.453

An R squared of 0.721 indicates that there was variation of 72.1% on the employee’s

performance of standard chartered bank due to changes in the structured coaching adopted in

the organisation. A correlation coefficient of 78.6 shows a very positive strong correlation

between use of structured coaching and employee’s performance.

Table 4.10: ANOVA of Structured Coaching Plan

Model Sum of Squares df Mean Square F Sig.

1

Regression 657.393 3 219.131 12.952 .001b

Residual 1624.22 96 16.919

Total 2281.62 99

The overall model significance was presented in Table 4.10. An F statistic of 12.952

indicated that the overall model was significant. The probability value of (0.001) supports

this, this value is lower than (0.05) which is the conventional probability. The model used

can thus be used for predicting any change in standard chartered bank employee’s

performance. The study, therefore, rejected the null hypothesis H02 at 95% confidence

38

interval, meaning there was a significant relationship between use of structured coaching

plan and employee’s performance.

Table 4.11: Coefficient of Structured Coaching Plan

Model

Unstandardized

Coefficients

Standardized

Coefficients T Sig.

B Std. Error Beta

1

(Constant) 74.905 5.357

13.983 0

Structured

coaching plan 0.834 0.015 0.295 2.82 0.001

The structured coaching plan coefficients are presented in Table 4.11. The results show that

structured coaching plan contributes significantly to the model since the p-value is 0.001.

The findings imply that one positive unit change in structured coaching plan led to a change

in employee’s performance at the rate of 0.834 at Standard Chartered Bank. This is a

confirmation that structured coaching plans have a positive effect on employee’s

performance. This implies that structured coaching plan is statistically significant in

explaining employee’s performance of Standard Chartered Bank.

4.5 Coaching Environment

Table 4.12: Coaching Environment

COACHING ENVIRONMENT

Str

on

gly

agre

e

Agre

e

Neu

tral

Dis

agre

e

Str

on

gly

Dis

agre

e

Mea

n

Std

dev

iati

on

My coach’s mannerisms during the coaching

session help me relax and respond better 12 25 35 20 8 3.13 0.1

My coach uses coaching sessions to build my

confidence 20 30 17 13 20 3.17 0.06

My coach’s tone of voice is soothing and

reassuring 18 19 23 29 11 3.04 0.06

My coach controls his/her emotions during the

coaching sessions 11 33 23 17 16 3.06 0.08

My coach takes into account my suggestions

when making decisions 19 27 14 14 26 2.99 0.06

During coaching, my coach emphasizes what

should be done rather than what I did not do 20 19 30 11 20 3.08 0.06

39

From the finding on the respondent level of agreement on statement relating to coaching

environment, the study found that majority of the respondent had a neutral opinion that their

coach uses coaching sessions to build their confidence as shown by a mean of 3.17. Further

the respondents stated that their coach’s mannerisms during the coaching session help them

relax and respond better as shown by a mean of 3.13.During coaching, the respondents stated

that their coach emphasized what should be done rather than what they did not do as shown

by a mean of 3.08.It was also revealed that the respondents coach controls their emotions

during the coaching sessions as shown by a mean of 3.06, coaches tone of voice are soothing

and reassuring as shown by a mean of 3.04 and finally the coach takes into account m

respondents suggestions when making decisions as shown by a mean of 2.99.This was

supported by low standard deviation, an indication that respondent held similar opinion.

Table 4.13: Model summary for Coaching Environment

Model R R Square

Adjusted R

Square

Std. Error of the

Estimate

1 .795 .8364 .795 4.11331

Regression results in table 4.13 indicate the goodness of fit for the regression between

coaching environment and employee’s performance was satisfactory. An R squared of 0.795

indicates that 79.5% of the variances in the employee’s performance are explained by the

variances in the coaching environment at standard chartered bank.

Table 4.14: ANOVA for Coaching Environment

Model Sum of Squares df Mean Square F Sig.

1

Regression 219.131 1 219.131 12.952 .001b

Residual 1658.06 98 16.919

Total 895.905 99

The overall model significance was presented in table 4.14. An F statistic of 12.952 indicated

that the overall model was significant. This was supported by a probability value of (0.000).

The reported probability of (0.000) is less than the conventional probability of (0.05). The

40

model used can be used to significantly predict any change in standard chartered bank in

employee’s performance. The study, therefore, rejected the null hypothesis H03 at 95%

confidence interval, meaning there was a significant relationship between coaching

environment and employee’s performance.

Table 4.15: Coefficient for Coaching Environment

Model

Unstandardized

Coefficients

Standardized

Coefficients

t Sig. B

Std.

Error Beta

1 (Constant) 74.905 5.357 13.983 .000

Economies of scale 1.134 .315 .495 3.599 .001

The coaching environment coefficients are presented in Table 4.15. According to the results,

the coaching environment has a significant contribution to the model as indicated by the p-

value of 0.001. The findings imply that one positive unit change in coaching environment led

to a change in employee’s performance at the rate of 1.134 at standard chartered bank. This is

a confirmation that the coaching environment positively affects an employee performance.

41

4.6 Performance

Table 4.16: Performance

PERFORMANCE

Str

on

gly

agre

e

Agre

e

Neu

tral

Dis

agre

e

Str

on

gly

Dis

agre

e

Mea

n

Std

dev

iati

on

Recapping action points from the last feedback

session helps me keep on track 12

3

0 23

2

0 15 3.04 0.07

My performance has improved as a result of

following up on agreed action plans 20

4

3 12

1

6 9 3.49 0.13

The coaching session has made me more

accountable for my everyday actions 25

3

3 20

1

2 10 3.51 0.09

When my coach and line manager follows up on

my achievements, I feel valued 30

4

0 11

1

1 8 3.73 0.14

As a result of the sessions, I am more self-aware

and I tend to make better choices 25

3

7 12

1

6 10 3.51 0.11

From the finding on the respondent level of agreement on statement relating to performance,

majority of the respondents agreed that when my coach and line manager follows up on their

achievements, they feel valued as shown by a mean of 3.73. Further they agreed that The

coaching session has made them more accountable for their everyday actions and as a result

of the sessions, they are more self-aware and they tend to make better choices as shown by a

mean of 3.51. Further they agreed that their performance had improved as a result of

following up on agreed action plans as shown by a mean of 3.49 and finally recapping action

points from the last feedback session helps them keep on track as shown by a mean of 3.04.

42

4.7 Correlation Analysis

Table 4.17: Correlations Coefficient

Fee

dbac

k P

rovis

ion

Str

uct

ure

d C

oac

hin

g

Coac

hin

g

Envir

onm

ent

Em

plo

yee

Per

form

ance

Feedback Provision Pearson

Correlation

1

Sig. (2-tailed)

N 100

Structured Coaching Pearson

Correlation

.364 1

Sig. (2-tailed) .000

N 100 100

Coaching Environment Pearson

Correlation

.340 .594 1

Sig. (2-tailed) .000 .000

N 100 100 100

Employee Performance Pearson

Correlation

.173 .396 .276 1

Sig. (2-tailed) .000 .003 .002

N 100 100 100 100

On the correlation of the study variables, the researcher conducted a Pearson Product

Moment correlation. From the findings on the correlation analysis between employees

performance and various coaching practices, the study found that there was positive

correlation coefficient between employees performance and feedback provision as shown by

correlation factor of 0.173, the study also found a positive correlation between employees

performance and structured coaching as shown by correlation coefficient of 0.364,

association between employees performance and coaching environment was found to have

positive relationship as shown by correlation coefficient of 0.340.

43

4.8 Overall Regression Model

Table 4.18: Model Summary

Model R R Square Adjusted R Square Std. Error of the

Estimate

1 .890a .843 .831 .88195

Adjusted R squared is coefficient of determination which tells us the variation in the

dependent variable due to changes in the independent variable, from the findings in the above

table the value of adjusted R squared was 0.831 an indication that there was variation of

83.1% on the employee performance due to changes in feedback provision, structured

coaching and coaching environment at 95% confidence level. R is the correlation coefficient

that indicates the study variables relationship, the findings shown above indicate that a

positive relationship does exist between the study variables as indicated by the value of 0.89.

Table 4.19: ANOVA

Model Sum of Squares df Mean Square F Sig.

1

Regression 0.042 2 0.541 4.87 .014b

Residual 10.767 97 0.111

Total 10.809 99

From the ANOVA statistics in table above, the processed data, which is the population

parameters, had a significance level of 1.4% which shows that the data is ideal for making a

conclusion on the population’s parameter as the value of significance (p-value ) is less than

5%.

44

Table 4.20: Table of Coefficients

The following tables gives the coefficients which helps in establishing the regression line;

Model Unstandardized

Coefficients

Standardized

Coefficients

F Sig.

B Std. Error Beta

1 (Constant) 1.263 0.129 9.79 0

Feedback

provision

0.968 0.064 0.793 15.13 0.029

Structured

coaching

1.321 0.05 0.932 26.42 0.014

Coaching

environment

1.114 0.04 0.813 27.85 0.013

The established regression equation was; Employee Performance = 1.263 + 0.968 Feedback

Provision + 1.321 Structured Coaching + 1.114 Coaching Environment. The results of

regression equation based on three independent variables (Feedback Provision, Structured

Coaching, Coaching Environment) indicate positive and statistically significant relationship

(F = 4.87, p < .005) with dependent variable of employees’ performance. The independent

variables made for 81.1% of variance in employee performance as the dependent variable.

The results further indicate that all the independent variables effects are significant at 5%

level. The effect of Structured coaching (B=1.321, p<0.05), Coaching environment

(B=1.114, p<0.05) and Feedback provision (B=0.968, p<0.05) on employees’ performance

was significant, thus validating the proposed model. The independent variables effects on

employee’s performance were significant, which validates the model that has been proposed.

Hypothesis H1, H2 and H3 were supported in that feedback provision, structured coaching and

coaching environment did significantly affect employee’s performance.

4.9 Chapter Summary

Chapter four has mainly described the research findings on the effect of coaching on

employee performance at Standard Chartered Bank Kenya Limited. The study has indicated

that feedback when provided frequently does impact employee performance at Standard

Chartered Bank to a greater extent. Further, the study established that structured coaching

45

plan does influence employee performance to a greater extent. Coaching environment was

further established to influence employee performance to a great extent. The study findings

further showed that frequent provision of feedback; the use of structured coaching plans and

coaching environment were factors that were significant which positively influenced standard

chartered bank employee’s performance. The next chapter presents the study’s discussion,

conclusion and recommendations.

46

CHAPTER FIVE

5.0 DISCUSSION, CONCLUSION AND RECOMMENDATIONS

5.1 Introduction

This chapter presented the discussion of key data findings, conclusion drawn from the

findings highlighted and recommendation made there-to. The drawn conclusions and

recommendations focused on addressing the study’s objectives. The researcher had intended

to evaluate the effect of frequent provision of feedback on employee performance at Standard

Chartered Bank, to evaluate the effect of a structured coaching plan on employee

performance at Standard Chartered Bank and to determine the effect of the coaching

environment on employee performance at Standard Chartered Bank

5.2 Summary

An effective coaching program can be of immense assistance in increasing productivity and

engagement of staff in an organization. This research investigated the relationship between

coaching and employee performance among frontline employees and Line managers in

Standard Chartered Bank. This study sought to understand specifically how coaching builds

staff performance, and what areas need to be looked at so as to address any concerns the

coaches may have on the process. The study was guided by the following objectives; to

establish the effect of frequent provision of feedback on employee performance at Standard

Chartered Bank; to evaluate the effect of a structured coaching plan on employee

performance at Standard Chartered Bank and to determine the effect of the coaching

environment on employee performance at Standard Chartered Bank.

The study employed a descriptive survey design; Systematic random sampling was used to

obtain a sample of 140 respondents from a population of 200 frontline sales staff and

managers. The main instruments used for data collection was questionnaires. To ensure the

questionnaires were consistent and complete for analysis they were edited. The analysis of

the quantitative data collected was done with the help of descriptive statistics using SPSS

(Version 21) and presented through percentages, means, standard deviations and frequencies.

47

Analysis using multiple regression analysis provided the study’ variables relationship. The

information was displayed by use of bar charts, graphs and pie charts and in prose-form.

The study found out that majority of the respondents had worked for Standard Chartered

Bank for a period of 2-5 years and majority had not changed their current position.This was

an indication that all the respondents had a significant banking experience and had adequate

knowledge on the coaching procedures and whether it had yielded any substantive benefit to

the organisation.The respondents further indicated that the coaching’s sessions were

conducted by either external consultants or the line managers. This indicates that the people

used for this study were the right persons to provide the needed information for the research.

Further the study established that coaching was useful in helping the employees know their

priorities and understand their roles better. The coaching used at Standard Chartered Bank

was shown to help the banks employees continuously improve their performance. The study

further showed that the feedback channels used at Standard Chartered Bank did not

adequately provide for the employees individual coaching needs.

5.3 Discussions

5.3.1 Frequent Provision of Feedback on Employee Performance

According to the study’s results a significant relationship does exist between frequent

provision of feedback and performance of employees in the bank. The study revealed that

majority of the line managers held frequent coaching sessions with their juniors. This study

further revealed that external coaches were hired frequently to train employees in the entire

organisation cadre. These sessions were a great help to the employees and the managers as

they were able to continuously improve their performance in the bank. This has been

enhanced by the feedback channels at Standard Chartered Bank which are adequate to

provide for the employees coaching needs. Coaching thus helps employees to understand

both their priorities and roles.

This study also revealed that more needed to be done especially on the frontline sales staff

who felt that feedback channels used at Standard Chartered Bank was not adequate to

provide for their coaching needs. It was further revealed that coaching challenged their

thinking and offered them new options and continuously improves on their performance.

48

The staff also agreed that their coach provides feedback that helps them focus on the work

that they are doing, their coach explains to them the techniques that make them more

effective, feedback from their coach helps them correct errors in time and that their coach

tells them when they do a particularly good job and offers constructive criticism to help them

improve their performance. These findings concur to those of Kets (2012) who stated

feedback acts as a way to help the employee gain greater insight concerning his or her own

subjective experience, which can lead to better management of emotions and eliminate

subjective distortion of events.

The study further revealed that effective feedback provides help to coaches ‘who in return

correct errors on time. The line managers also agreed that they pay special attention to

correct the staff mistakes and that they tell them when they do a particular good job and offer

constructive critics to help them improve their performance. These findings concur to those

of Diamante (2008) who stated that feedback is key to maximum performance as a leader.

It also came to the researcher’s attention that the frequency of the coaching session was

adequate in the bank and in most cases coaches are sent an invitation in advance of the

coaching session for adequate preparation. Astorino (2012) revealed that the clearer the

department goals are, the easier it will be for employees to translate them into their own

individual goals. Coaching involves ensuring that employees stay focused and understand

priorities of the organization. Employees may also need technical direction in terms of

learning new tasks or taking on new assignments. Finally, the manager who also acts as a

coach has the responsibility of establishing commitment that can help the employees achieve

the results they are expected to achieve.

The research further revealed that employees’ performance had improved as a result of

following up on agreed actions, the coaching sessions had made them more accountable for

their everyday actions and that when their line manager follows up on their achievements

they feel valued. These findings are similar to those of Maurer (2008) who found that

feedback concerning good performance helped to enhance subsequent performance. In the

workplace, the coach may provide feedback to the employee, elicit feedback from the

49

employee, or manage the process of receiving, reviewing, and utilizing feedback from

internal and external workplace sources (Christensen, 2006).

5.3.2 Structured Coaching Plan on Employee Performance

The study revealed that there is a significant relationship between use of structured coaching

plan and employee’s performance. This study revealed that employees were not given

adequately in the areas they needed to focus on. According to the study, the frequency of the

coaching session provided by the bank did not satisfy the bank employee’s needs. These

findings concurred with those of Anderson (2012) who found that combining goal setting

with a well-planned coaching programme enhanced employee’s performance. An important

element that ensures success in coaching is the initial coaching partnership establishment.

Different organizations use different methods to pair up coach and coachee. In addition to the

arrangements for partnership and the need to allocate sufficient time to coaching experts

engaging in coaching need to recognise the ideal form of coaching dialogue. In other words,

there is need to be careful on the nature of contact the coach is establishing. Most

significantly they should understand the need to establish trust between each other. An

important element is the degree of confidentiality the coaching conversation is given.

The findings are also similar to those of Weiner (2015) who revealed that the coach has the

responsibility of ensuring the coachee’s expectations are set appropriately. A fundamental

element which the coach needs to stress early on is that it is not their job to provide answers

to problems or to tell others what to do; their role is to facilitate the coachee in identifying

their own way forward, being the experts in their own life. It is important that anyone who

has requested coaching, or who has been put forward for coaching, is clear about what

coaching is and what to expect from this. If the person is well engaged and understands the

process of coaching, then the coach will have an easy time working with such a person.

People often viewed coaching as a remedial activity which made it be negatively viewed by

people. So, it is essential that the coach spends time carefully explaining the purpose of

coaching, to ensure the individual has realistic expectations, and to avoid them

misinterpreting the reasons for coaching or feeling apprehensive about what will happen.

Failing to set realistic expectations at the start of a coaching programme has been found to

50

cause coachee’s stress and disappointment in the process (Gyllensten & Palmer, 2006). It is

therefore important to cover the following points when briefing the individual:

The regression model confirmed that structured plan significantly predicted the change in the

employee’s performance of standard chartered bank. This is a confirmation that structured

coaching plans positively affected employee performance. This indicated that structured

coaching plan can be used to statistically in a significant manner explain employee’s

performance of Standard Chartered Bank. Joseph (2006) affirmed these findings by

indicating that order for people to develop and grow towards optimal personal performance,

they require the right environment. They need to be accepted, valued and understood for

whom they really are. If the person does not feel valued for being themselves, but instead

only feeling valued for being the person that they perceive someone else (i.e. the coach,

manager) wants them to be, they will start to develop out of congruence with their intrinsic,

inherent path, which will result in distress and dysfunction. In case the coach acts as an

expert and provides the direction on what is good for the the coachee, the coachee can choose

to. Firstly, follow a path that is not the best one for them and secondly, they could very easily

become dependent on the coach for all decisions. A successful coaching programme should

end with the coachee having learnt how to coach themselves through decisions and actions.

5.3.3 Coaching Environment on Employee Performance

The study confirmed that a coaching environment does positively affect employee’s

performance. This study further revealed that coaches used coaching sessions to build their

confidence and that their coach’s mannerisms during the coaching session helped them relax

and respond better. According to Thompson (2002) a coach should act or deliver his services

to obtain maximal return on the investment. Rather there is a common belief that he should

have a broad knowledge together with a portfolio of tools and techniques to choose from.

However, some general characteristics that have been identified are the ability to listen and

ask powerful questions, together with the ability to support learning and the ability to create

trust. Moreover, as with other professions, customers expect coaches to have extensive work

experience in their field.

51

It was further revealed that during coaching, the coaches emphasized what should be done

rather than what employees did not do. The coaching environment can be used to help the

coaches use developed skills to solve problems and also effectively increase learning. These

finding are in line with those of Wasylyshyn's (2013) who stated that coaches believe it is

their responsibility to manage the relationship with their clients and successful management

of this aspect contributes to the likelihood of a positive outcome.

This study also revealed that the bank should be aware of the employees learning needs.

Thus, the two parties the employees and managers should effectively communicate their

needs for better results. For instance, if the manager arranges for a coaching session, It

should be designed and arranged in a way that It meets the needs of the employees so as to

enhance the employees capability to perform. In a similar manner, coaching should be done

in such a way that it is able to pass the needed knowledge. The findings are also in line with

those of Lowman (2015) who added that effective coaching within an organization appears to

integrate the dynamics of individual psychology approaches with the needs of the

organization on both individual and system levels, taking into account the environmental

context of each intervention.

A complete understanding of the corporate culture in which the coaching intervention is

taking place is also essential according to Richard (2013). Several factors influence the

success of the coaching outcome, and can be divided into two categories employee related

and skills and abilities. The first category, employee related, concerns the issue of employees

being motivated, committed and willing to adhere to their plan of action to achieve their

goals. The second category concerns the skill and ability of the coach to provide structure,

foster trust and rapport, and appropriately choose the correct coaching tools to use in each

coaching scenario. The regression findings implied that one positive unit change in coaching

environment led to a change in employee’s performance to a great extent at standard

chartered bank.

52

5.4 Conclusion

5.4.1 Frequent Provision of Feedback on Employee Performance

This study revealed that there was a significant relationship between frequent provision of

feedback and employee’s performance in the bank. The conclusion of the study is that when

coaching is used in the banking sector it can help reduce turnover as the employees will feel

valued and connected to the culture of the organization. When coaching is used in an

organization, it is important for the participants to learn that feedback is a powerful tool that

can be used to increase customer satisfaction, cultivate high trust working relationships,

improve employee performance and to cultivate both personal and professional relationships.

The study therefore concludes that without an effective feedback provision network,

organisations won’t achieve their coaching programme goals as expected.

5.4.2 Structured Coaching Plan on Employee Performance

The study revealed that there is a significant relationship between use of structured coaching

plan and employee’s performance. This study revealed that employees were not given

adequately in the areas they needed to focus on. This study therefore concludes that a

structured coaching plan promotes more open communication, is transparent, and builds trust

and mutual respect. The use of a structured coaching plan in any firm is an important

undertaking as the organization can create a workplace that encourages development and

learning using such a strategy.

5.4.3 Coaching Environment on Employee Performance

The study confirmed ha a coaching environment has a positive effect on employee’s

performance. This study further revealed that coaches used coaching sessions to build their

confidence and that their coach’s mannerisms during the coaching session helped them relax

and respond better. This study concludes that a coaching environment enhances morale,

motivates and helps in improving productivity. The study further concludes that companies

with a conducive coaching environment report significantly reduced staff turnover, increased

productivity, and greater job satisfaction.

53

5.5 Recommendations

5.5.1 Recommendations for Improvement

5.5.1.1 Recommendations for Effective Employees Coaching

In this section the researcher gives some recommendations that may assist in ensuring

effective coaching at Standard Chartered Bank. Coaching when used in an effective manner

can positively affect an organization. It can produce improved relationships and teamwork

between staff at different levels. Employees have increased job satisfaction, which improves

productivity and quality, and there is an overall improved use of people, skills and resources,

as well as greater flexibility and adaptability to change. Coaching when used in organizations

can help align an individual employee performance with the organization or team objectives,

can help improve the communication between the managers and the firm’s teams, can help

employees do better than their assumed limits, can maximize the individual strengths and

help employees take responsibility and ownership for their mistakes and actions.

The management should therefore ensure a well-planned and strategic coaching program is in

place and the coaching is done and implemented effectively. Not only that but also the banks

management should make sure that coaching program is exposed to all employees.

5.5.1.2 Frequent Provision of Feedback on Employee Performance

A feedback mechanism should be established at the start of any mentoring or coaching

programme. This will assist the coach to honestly evaluate if the program is a success or not

a success. It is important for informal feedback to be sought at all the stages of the program

so that any problems or changes can be made. Coaches are advised to suggest improvements,

enlighten hen and also inform them on how they are doing. Coaches should provide results of

events as close to the event as possible to enable the ideas they give to stay fresh in the

employees’ minds and so as to make any needed changes in a timely manner. The banks

coaches should come up with a routine which is frequent and a detailed discussion with the

employees on their performance. This routine should be informal in nature and the parties

should discuss their view on the employee development and performance.

54

5.5.1.3 Structured Coaching Plan on Employee Performance

The study recommends that more engagements and time should be allocated to fully

maximize on the coaching sessions in the bank. The coaching method improvements should

also be done on time. This will help in improving employees’ performance of Standard

Chartered Bank.The bank’s Human Resource department will need to develop sufficient

numbers of people as coaches. Applicants should be screened using an agreed procedure as

not every person will be suitable as a coach. All the candidates chosen should be in a position

in which they can be released from their roles so as to able to coach or mentor others. The

coaches need to keep a positive mind set so as to develop a broader focus and also benefit

from creative actions and thoughts. Coaches should facilitate this mood by facilitating an

atmosphere of interpersonal respect conductive to high self-esteem.

Assessors need to remember that while individual coaching may produce positive results

within short periods of time, its effectiveness as a leadership development strategy can only

be determined over the long term. Regular reviews of the process should question whether

coaching is truly making a difference to organizational strategy and performance

improvement. The purpose of the coaching session should be well explained to the employee

by the coach so that the employee has realistic expectations, this also reduces feelings that

are apprehensive in nature and also ensures the individuals do not misinterpret the reasons

behind the coaching.

5.5.1.4 Coaching Environment on Employee Performance

Coaches at the bank should be encouraged to have an introductory session with potential

coachees first. If the person does not feel right with a given coach he or she should be

allowed to see a different mentor or coach. In order for people to develop and grow towards

optimal personal performance, they require the right environment. The individual needs to

feel understood, accepted and valued for the person they really are. If the person does not feel

valued for being themselves, but instead only feeling valued for being the person that they

perceive someone else wants them to be, they will start to develop out of congruence with

their intrinsic, inherent path, which will result in distress and dysfunction. The coach should

therefore be very careful to not spend too much of the session talking and leading the

55

discussion. They should be consciously aware of slowing their thoughts and listening to the

coachee to help reflect back to the individual their situation and possible solutions.

5.5.2 Suggestion for Further Studies

The researcher wishes to call upon further researches on the following areas: An assessment

on Social factors affecting coaching programs in Parastatals. This study should focus on why

factors such as age, marital status or education background among others. The study should

once again, focus on how different coaching methods can be used to effectively impart

knowledge to employees of different educational background and job disciplines.

56

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63

APPENDICES

Appendix I: Letter Of Introduction

Catherine Muriithi

United States International University-Africa

P.O.BOX

Kenya

Dear Sir/Madam,

RE: REQUEST FOR PARTICIPATION IN A RESEARCH STUDY

I am a student undertaking my Master of Business Administration. In partial fulfilment for

the degree, I am currently conducting a study on the effect of coaching on employee

performance at Standard Chartered Bank Kenya Limited

I would be grateful if you could spare some time from your busy schedule and complete the

questionnaire. All the information provided will be used purely for academic purpose only

and will be treated with utmost confidentiality.

Thank you for your cooperation.

Yours sincerely,

Catherine Muriithi

64

Appendix II: Questionnaire

This questionnaire contains questions meant to measure the effect of coaching on the

performance of bank Staff. The data collected will be used for a research project that may be

shared with the management of Standard Chartered Bank to improve the work environment

and to enhance the performance of staff.

NAME (optional): _____________________________________________________

BRANCH (optional): ___________________________________________________

POSITION: ___________________________________________________

Kindly respond by ticking [√] in the boxes provided.

PART A: DEMOGRAPHIC INFORMATION

1. For how long have you worked at Standard Chartered Bank?

[ ] 1-2 years [ ] 2-5 years [ ] More than 5 years

2. How long have you worked in your current position?

[ ] Below 2 years [ ] 3-5 years [ ] 6-10 years [ ] Over 10 years

3. Please indicate your highest level of education.

[ ] PhD [ ] Masters [ ] Bachelors [ ] Diploma [ ] Certificate

65

In the following section, please indicate to what extent you agree with the statements

relating to the objectives of coaching:

SA=Strongly Agree A=Agree N=Neutral D=Disagree SD=Strongly Disagree

PART B: ROLE OF COACHING

ROLE OF COACHING SA A N D SD

Coaching helps me understand my

roles and helps me know what my

priorities are.

The coach at Standard Chartered

Bank helps me continuously improve

on my performance.

Coaching challenges my thinking and

offers new options.

Coaching has helped inspire me to go

above and beyond what is expected of

me.

The feedback channels used at

Standard Chartered Bank are adequate

to provide for my coaching needs

PART C: EFFECT OF PROVISION OF FEEDBACK

EFFECT OF PROVISION OF

FEEDBACK

SA A N D SD

My coach provides feedback that

helps me focus on the work that I am

doing

My coach explains to me the

techniques that make me more

effective

My coach tells me when I do a

particularly good job, and offers

constructive criticism to help me

improve my performance

My coach pays special attention to

correcting my mistakes

Feedback from my coach helps me

correct errors in time

66

PART D: STRUCTURED COACHING PLAN

STRUCTURED COACHING

PLAN

SA A N D SD

My coach sends me an invitation in

advance of the coaching session

I am satisfied with the frequency of

the coaching sessions

The length of the coaching sessions is

adequate to discuss the agreed goals

During the coaching session, I feel I

am given support in the areas I need

to focus on

I feel that information I log into the

CEMS is beneficial to me – can

provide valuable data to use during

the coaching session

PART E: COACHING ENVIRONMENT

COACHING ENVIRONMENT SA A N D SD

My coach’s mannerisms during the

coaching session help me relax and

respond better

My coach uses coaching sessions to

build my confidence

My coach’s tone of voice is soothing

and reassuring

My coach controls his/her emotions

during the coaching sessions

My coach takes into account my

suggestions when making decisions

During coaching, my coach

emphasizes what should be done

rather than what I did not do

67

PART F: PERFORMANCE

TRACKING PERFORMANCE SA A N D SD

Recapping action points from the last

feedback session helps me keep on

track

My performance has improved as a

result of following up on agreed

action plans

The coaching session has made me

more accountable for my everyday

actions

When my line manager follows up on

my achievements, I feel valued

As a result of the sessions, I am more

self aware and I tend to make better

choices

Please summarize what you feel you can now do, or do differently, as a result of the feedback

received from the coaching sessions:

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________

Please describe any particular achievements that you attribute, at least in part, to the effect of

receiving coaching. This could include gaining/changing strategies, increased productivity,

increasing market share, signing up new organisations into your portfolio etc. If possible,

please include a monetary value to the achievement.

___________________________________________________________________________

___________________________________________________________________________

__________________________________________________

Kindly suggest areas of improvement in the management for any future coaching

conversations:

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________

Thank you for your participation