Effect of a coach’s regulatory focus and an individual’s implicit person theory on individual performance

1. AMAN JAIN EFPM1711 (OBHRM) - IIM KASHIPUR
Effect of a Coach’s Regulatory Focus
and an Individual’s Implicit Person
Theory on Individual Performance
RESEARCH PAPER DISCUSSION

2. INITIAL
THOUGHTS
From Arguments of
Regulatory Focus
Theory, an experiment
revealed that a
Promotion Coaching
Orientation relative to
a Preventive Coaching
Orientation had a more
positive effect on the
performance of
recipients following
coaching.

3. INITIAL
THOUGHTS
In support of regulatory
fit theory, a prevention
coaching orientation
had a more positive
effect on the
performance of
recipients with implicit
fixed beliefs about
ability than for those
with implicit
incremental beliefs

4. INITIAL
THOUGHTS
Basis a field study in a
global company, there
was a significant
additive component in
the effects for
promotion-oriented
coaching, due to better
regulatory fit for
employees with
incremental beliefs.

5. COACHING
is like other developmental practices, is a goal
directed interaction between a coach and one or more
coachees

6. describes the different ways in which
individuals pursue goals and what are
experienced as desirable (positive) or
undesirable (negative) outcomes
REGULATORY
FOCUS
THEORY

7. REGULATORY
FOCUS
THEORY
(HIGGINS,
1998)
identifies two different
foci that underpin
motivated behavior
> pursuit of development
in order to succeed -
Promotion Foci
> the avoidance of
failure through
fulfilment of obligations
and responsibilities -
Prevention Foci

8. COACHING
PROCESS
is a set of interactions between a coach and the
recipient of coaching in which each brings a
range of capabilities and predispositions to the
interplay

9. COACHING &
PERFORMANCE
Even though employee coaching is an important part of leaders'
behavior (Kark & Van-Dijk, 2007; Yukl, 2009), the impact of
the regulatory framing during coaching on recipients'
performance has yet to be examined
This is an important consideration because, empirical
examinations of coaching have not clearly demonstrated its
positive influence on the performance (Latham, Almost, Mann,
& Moore, 2005)

10. COACHING &
PERFORMANCE
Investigations of the effects of coaching that do not consider
differences in the interactions between coaches and recipients
may be masking the positive and negative effects of moderators,
such as the regulatory focus of the coach.
Coaching focuses recipients' attention on the promotion of success
versus prevention of failure may have different consequences on
their performance.

11. THEORIES OF PERSON
SITUATION INTERACTION
suggests that
contextual factors,
such as coach's
regulatory focus, do
not affect individuals
as if they are blank
states
Individuals beliefs and
attitudes that filter and
interpret the messages they
receive from their
environmental contexts -
changeability of the skills
to be developed

12. PURPOSE OF
THE PAPER
to examine the effectiveness
of the coaching through the
perspective of regulatory fit
theory.
the paper suggests that fit
between the regulatory
framing of coaching by the
coach in promotion versus
prevention terms, and
recipients' beliefs about
improvement v/s
demonstration of their
competence influences the
effectiveness of coaching

13. AND...
By focusing on the application of the
regulatory focus, implicit ability, and
regulatory fit theories to the interactions
between coaches and trainees, we seek to
expand the scope of existing theory and
clarify the conditions under which coaching
can positively influence performance
(Feldman and Lankau, 2005)

14. COACHING
There is also an agreement that coaching is a way of
relating and communicating with others of what
leaders do in the everyday interactions with
subordinates and team members to influence the
results obtained by them

15. achievement of
rewards
focus on positive
outcomes
novel ideas and
practices
focus strive to
achieve success
avoidances
focus on negative
outcomes
avoid actions
focus are motivated
to avoid negative
states
promotion
focus
prevention
focus

16. > prevention framing leads to
better but slower performance
than does promotion framing
on tasks requiring vigilant
attention
> promotion framing causes
better and faster performance
than does prevention framing
on tasks requiring eagerness to
try many alternatives
EXPERIMENTS
>>

17. SELF COACHING
PROGRAM (TEWES &
TRACEY, 2008)
requires the coachee to set goals to either
continue or start effective behaviors, as well
as to set goals to reduce the frequency of
ineffective behaviors
the self coaching was implicitly framed with
a promotion orientation supplemented with
a prevention orientation

18. Coaching framed with a promotion or
prevention regulatory focus is positively
related to performance, although the
association between promotion-framed
coaching and performance
HYPOTHESIS
1

19. IMPLICIT PERSON
THEORIES (DEWECK'S,
1996/99)
implicit person theories framework refers to the
conceptions or beliefs that individuals hold
about specific abilities, such as intelligence or
problem solving
states that individuals differ in the degree
(fixed trait like entities or dynamic state) can be
changed over time through developmental
activities, experience, and new strategies

20. DWECK & LEGGET,
1988
people who have an incremental conception of
ability believe that skills can be increased
through effort and persistence, so commit to
high goal so that they improve their skills
setbacks are more likely to be viewed as
opportunities to learn or as reflecting a need to
change strategy, rather than as an indicator of
ability or reason to withdraw from a task

21. entity theorists' beliefs about the
fixedness of their ability motivates
them to minimize errors so as to
avoid a negative outcome - failure to
demonstrate their competence - their
beliefs place them in promotion focus
incremental theorists' belief about
malleability of their ability motivates
them to improve so as to attain a
positive outcome - success - their
beliefs place them in a regulatory
mode that is consistent with
promotion focus
SUMMARY

22. refers to the degree to which the
demands and opportunities people
experience in the performance of task
activities sustains motivational
orientations of their regulatory focus
(Higgins, 2005)
REGULATORY
FIT

23. INDICATIONS
and get greater value out of
a task >> eager and
opportunistisic striving for
the goal in which
improvements, learning and
other forms of progress are
emphasized
more engaged and gain
more intrinsic value from the
activity when performance,
minimization of errors,
demonstration of capability,
and other forms of
responsible behavior are
stressed

24. Individual implicit theories of ability
moderate the association between the
regulatory framing of coaching and the
performance effects of coaching
HYPOTHESIS
2

25. Individuals with an entity belief about
ability have higher performance than
those who hold an incremental belief
when their coach displays a prevention
orientation
HYPOTHESIS
3A

26. Individuals with an incremental belief
about ability have higher performance
than those who hold an entity belief
when their coach displays a promotion
orientation
HYPOTHESIS
3B

27. REGULATORY
FIT
Regulatory Fit enhances the
value associated with the
performance of a task as opposed
to the value associated with the
attainment of a goal.
Therefore, regulatory fit is often
associated with high
performance, particularly on
tasks where engagement,
attention, and persistence
contribute to outcomes, such as
acquiring a skill, processing new
information, or complying with
regulations and advice.

28. a coach's motivational
orientation in the coaching
process creates a context that
facilitates and sustains either a
prevention or a promotion
focus.
as a result, individuals with an
entity belief about ability and
individuals with incremental
belief about ability have better
regulatory fit with coaches who
have opposite regulatory styles
and this enhances effectiveness
of coaching process
REGULATORY
ORIENTATION OF
COACHING AND
FIT

29. AMAN JAIN - EFPM1711 (OBHRM) IIM KASHIPUR
Q & A
THANKS FOR YOUR SUPPORT