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ing (Phase 3) The EFA was conducted on dataset 1. First, the KMO (KMO = 0.96) and the BTS ( p < 0.001) met the criteria, demonstrating the samples' appropriateness in dataset 1 for EFA. Next, based on Van Dierendonck's ( 2011 ) classification, the number of factors was fixed at six, and EFA was conducted using maximum likelihood estimation with the promax rotation method. Items with a minimum factor loading of < 0.5 and for which the difference in factor loadings between the two factors was < 0.2 were consi | https://pmc.ncbi.nlm.nih.gov/articles/PMC9169236/ | Coaching Servant Leadership: Scale Development and Validation - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.47 | 0.882 | [] | 512 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:12.807710 | [
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dings between the two factors was < 0.2 were considered for deletion (Ferguson and Cox, 1993 ; Hair et al., 2010 ). Since the analysis was exploratory, strict criteria for item selection were deemed appropriate to create an efficient and reliable scale for use in this study and in future studies. The final factor analysis resulted in six factors with 17 items and explained 80.1% of the total variance. Each factor was named and defined as follows: acceptance (accepting athletes and creating an environment th | https://pmc.ncbi.nlm.nih.gov/articles/PMC9169236/ | Coaching Servant Leadership: Scale Development and Validation - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.338 | 0.87 | ["education"] | 512 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:12.807822 | [
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(accepting athletes and creating an environment that facilitates communication; four items; α = 0.95), shared vision (sharing the team's goals with the athletes and providing them with clear direction; three items; α = 0.92), empowerment (drawing out the athletes' potential and encouraging their growth; three items; α = 0.92), dedication (prioritizing the athletes over oneself; three items; α = 0.92), humility (having the willingness to learn from others without overestimating oneself; two items; α = 0.80), | https://pmc.ncbi.nlm.nih.gov/articles/PMC9169236/ | Coaching Servant Leadership: Scale Development and Validation - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.588 | 0.852 | ["communication", "strategy", "management"] | 512 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:12.807876 | [
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hout overestimating oneself; two items; α = 0.80), winning second (being respectful to all involved in sport and contributing to the character building of athletes; two items; α = 0.90). The items, factor loadings, and descriptive statistics for coaching servant leadership are presented in Table 2 . These 17 items across six factors were subject to CFA in dataset 2. Table 2. Results of exploratory factor analysis and descriptive statistics. | https://pmc.ncbi.nlm.nih.gov/articles/PMC9169236/ | Coaching Servant Leadership: Scale Development and Validation - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.621 | 0.84 | ["leadership"] | 444 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:12.807930 | [
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atory factor analysis and descriptive statistics. 1 2 3 4 5 6 Mean SD Skewness Kurtosis Acceptance (α = 0.95) My head coach makes it easy for athletes to communicate with him/her (A1) 0.98 0.05 0.05 −0.11 −0.02 −0.03 4.24 2.06 −0.23 −1.24 My head coach can see things from the athletes' perspective (A2) 0.76 0.09 0.11 −0.06 −0.04 0.08 4.39 2.04 −0.35 −1.11 My head coach finds time to listen to the athletes' concerns (A3) 0.68 0.04 −0.01 0.21 0.02 0.03 4.57 1.97 −0.46 −0.96 My head coach proactively listens t | https://pmc.ncbi.nlm.nih.gov/articles/PMC9169236/ | Coaching Servant Leadership: Scale Development and Validation - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.405 | 0.734 | ["communication"] | 512 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:12.807987 | [
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−0.04 0.80 0.05 4.20 1.87 −0.20 −0.95 My head coach learns from criticism and failures (H2) 0.02 0.08 0.11 0.05 0.68 −0.05 4.48 1.90 −0.39 −0.91 Winning second (α = 0.90) My head coach values sportspersonship more than winning (WS1) 0.06 −0.01 −0.05 −0.02 0.05 0.90 4.77 1.96 −0.62 −0.77 My head coach provides athletes with opportunities to learn, even if there are no immediate results (WS2) 0.05 0.11 0.09 0.07 −0.04 0.67 4.94 1.90 −0.76 −0.51 Open in a new tab Factor loadings > 0.50 are in boldface . | https://pmc.ncbi.nlm.nih.gov/articles/PMC9169236/ | Coaching Servant Leadership: Scale Development and Validation - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.584 | 0.73 | ["ethics"] | 505 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:12.808038 | [
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new tab Factor loadings > 0.50 are in boldface . To test whether the factor structure obtained by the EFA fit the data, CFA was conducted using dataset 2 (see Table 3 ). First, a one-factor model with all items loaded on one factor was tested. The chi-square was 1190.15, df = 119, χ 2 / df = 10.00, CFI = 0.85, RMSEA = 0.15, SRMR = 0.05, AIC = 1,258.15. Next, the six-factor first-order model was tested and showed a satisfactory fit: χ 2 = 246.85, df = 120, χ 2 / df = 2.06, CFI = 0.98, RMSEA = 0.05, SRMR = 0 | https://pmc.ncbi.nlm.nih.gov/articles/PMC9169236/ | Coaching Servant Leadership: Scale Development and Validation - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.458 | 0.66 | [] | 511 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:12.808106 | [
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2 / df = 2.06, CFI = 0.98, RMSEA = 0.05, SRMR = 0.02, AIC = 348.852. Comparison of the one-factor and six-factor first-order models revealed that the six-factor first-order model was reasonable for the coaching servant leadership scale [Δχ 2 (Δ df ) = 943.30(1), p < 0.001]. Table 3. Summary of model comparisons. Models χ 2 ( df ) χ 2 / df Δχ 2 (Δ df ) CFI RMSEA SRMR AIC Six-Factor first-order 246.85(120) 2.06 – 0.98 0.05 0.02 348.852 Six-Factor second-order 271.02(113) 2.34 24.17(7) 0.98 0.06 0.03 351.021 | https://pmc.ncbi.nlm.nih.gov/articles/PMC9169236/ | Coaching Servant Leadership: Scale Development and Validation - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.604 | 0.734 | ["leadership", "philosophy"] | 510 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:12.808182 | [
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271.02(113) 2.34 24.17(7) 0.98 0.06 0.03 351.021 One-Factor 1,190.15(119) 10.00 943.30 *** (1) 0.85 0.15 0.05 1,258.15 Open in a new tab The six-factor second-order model and one-factor model are compared to the six-factor first-order model . *** p < 0.001 . The convergent and discriminant validity of the six-factor first-order model was examined. As presented in Table 4 , all standardized factor loadings were above 0.70, ranging from 0.77 to 0.92. | https://pmc.ncbi.nlm.nih.gov/articles/PMC9169236/ | Coaching Servant Leadership: Scale Development and Validation - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.474 | 0.694 | [] | 452 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:12.808348 | [
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dings were above 0.70, ranging from 0.77 to 0.92. The CR ranged from 0.84 to 0.94, and the AVE ranged from 0.72 to 0.81 within each factor. Thus, convergent validity was established. Furthermore, comparing the AVE scores with the squared correlations between the two factors indicated that all factors exhibited discriminant validity (see Table 5 ). However, since highly correlated latent factors were found, the six-factor first-order and six-factor second-order models were compared. | https://pmc.ncbi.nlm.nih.gov/articles/PMC9169236/ | Coaching Servant Leadership: Scale Development and Validation - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.379 | 0.696 | [] | 486 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:12.808429 | [
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and six-factor second-order models were compared. As Table 3 illustrates, the six-factor second-order model exhibited an adequate fit: χ 2 = 271.02, df = 113, χ 2 / df = 2.34, CFI = 0.98, RMSEA = 0.06, SRMR = 0.03, AIC = 351.021. The first-order factors loaded significantly on the second-order factor ( p < 0.001) and ranged from.87 to.92. Although no significant difference emerged in the Δχ 2 test, the six-factor first-order model showed a slightly better fit to the data than the six-factor second-order mod | https://pmc.ncbi.nlm.nih.gov/articles/PMC9169236/ | Coaching Servant Leadership: Scale Development and Validation - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.295 | 0.724 | [] | 512 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:12.808504 | [
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t to the data than the six-factor second-order model. Even if the second-order factor model could effectively explain the model, it would not show a better fit than the first-order factor model (Marsh and Hocevar, 1985 ). Earlier studies tended to explain servant leadership using a second-order factor model (Sendjaya and Cooper, 2011 ; Zhang et al., 2016 ), and since the factor correlations in this study were also high, a second-order factor model was considered better for explaining coaching servant leader | https://pmc.ncbi.nlm.nih.gov/articles/PMC9169236/ | Coaching Servant Leadership: Scale Development and Validation - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.469 | 0.864 | ["leadership", "education"] | 512 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:12.808556 | [
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ered better for explaining coaching servant leadership. Table 4. Results of confirmatory factor analysis for the coaching servant leadership scale. Factors Items FL CR AVE Acceptance A1 0.90 0.94 0.80 A2 0.88 A3 0.89 A4 0.91 Shared vision SV1 0.91 0.93 0.81 SV2 0.92 SV3 0.87 Empowerment E1 0.86 0.92 0.79 E2 0.90 E3 0.90 Dedication D1 0.84 0.91 0.77 D2 0.90 D3 0.90 Humility H1 0.77 0.84 0.72 H2 0.92 Winning second WS1 0.85 0.85 0.74 WS2 0.88 Open in a new tab FL, factor loadings; CR, construct reliability; A | https://pmc.ncbi.nlm.nih.gov/articles/PMC9169236/ | Coaching Servant Leadership: Scale Development and Validation - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.601 | 0.732 | ["leadership", "strategy"] | 512 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:12.808734 | [
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FL, factor loadings; CR, construct reliability; AVE, average variance extracted . Table 5. Average variance extracted, correlations, and squared correlations. A SV E D H WS A 0.80 0.63 0.72 0.67 0.66 0.71 SV 0.79 0.81 0.66 0.60 0.54 0.70 E 0.85 0.81 0.79 0.68 0.64 0.66 D 0.82 0.77 0.82 0.77 0.68 0.56 H 0.81 0.73 0.80 0.82 0.72 0.51 WS 0.84 0.84 0.82 0.75 0.71 0.74 Open in a new tab A, acceptance; SV, shared vision; E, empowerment; D, dedication; H, humility; WS, winning second . | https://pmc.ncbi.nlm.nih.gov/articles/PMC9169236/ | Coaching Servant Leadership: Scale Development and Validation - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.538 | 0.726 | ["strategy"] | 483 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:12.808788 | [
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D, dedication; H, humility; WS, winning second . Bold values in diagonal are the average variance extracted; values below the diagonal are correlations; values above the diagonal are squared correlations . All correlations significant p < 0.001 . To test criterion-related validity, the correlations between each coaching servant leadership variable and the four outcome variables were calculated (see Table 6 ). | https://pmc.ncbi.nlm.nih.gov/articles/PMC9169236/ | Coaching Servant Leadership: Scale Development and Validation - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.59 | 0.822 | ["ethics", "leadership"] | 412 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:12.808844 | [
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outcome variables were calculated (see Table 6 ). The results indicated that all coaching servant leadership variables were correlated with four outcomes. Satisfaction with a head coach showed the strongest relationship, with correlations ranging from 0.60 to 0.69. Thus, the criterion-related validity of the coaching servant leadership scale was confirmed. Table 6. Correlations between coaching servant leadership and outcome variables. | https://pmc.ncbi.nlm.nih.gov/articles/PMC9169236/ | Coaching Servant Leadership: Scale Development and Validation - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.452 | 0.67 | ["leadership", "networking"] | 439 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:12.808899 | [
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oaching servant leadership and outcome variables. S TCB TC TE Acceptance 0.69 *** 0.46 *** 0.32 *** 0.31 *** Shared vision 0.67 *** 0.43 *** 0.34 *** 0.37 *** Empowerment 0.69 *** 0.43 *** 0.36 *** 0.35 *** Dedication 0.62 *** 0.44 *** 0.29 *** 0.34 *** Humility 0.60 *** 0.33 *** 0.27 *** 0.27 *** Winning second 0.62 *** 0.46 *** 0.30 *** 0.27 *** Open in a new tab S, satisfaction with a head coach; TCB, team citizenship behavior; TC, team commitment; TE, team efficacy . *** p < 0.001 . | https://pmc.ncbi.nlm.nih.gov/articles/PMC9169236/ | Coaching Servant Leadership: Scale Development and Validation - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.617 | 0.736 | ["management", "leadership", "strategy"] | 491 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:12.808949 | [
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m commitment; TE, team efficacy . *** p < 0.001 . Replication in Another Country (Phase 4) The scale's generalizability was tested via CFA among university athletes in the United States. Since the second-order factor model was confirmed appropriate in Phase 3, CFA was performed with coaching servant leadership as the second-order factor and indicated that the overall fit of the six-factor second-order model was satisfactory: χ 2 = 192.85, df = 113, χ 2 / df = 1.71, CFI = 0.97, RMSEA = 0.05, SRMR = 0.04. | https://pmc.ncbi.nlm.nih.gov/articles/PMC9169236/ | Coaching Servant Leadership: Scale Development and Validation - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.439 | 0.726 | ["leadership", "management", "education", "philosophy"] | 508 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:12.809001 | [
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df = 1.71, CFI = 0.97, RMSEA = 0.05, SRMR = 0.04. The first-order factors loaded significantly on the second-order factor ( p < 0.001) and ranged from 0.76 to 0.94. The standardized factor loadings from the first-order factors to the observed variables ranged from 0.63 to 0.87. The CR for each first-order factor ranged from 0.74 to 0.84. Next, the Δχ 2 test was performed to compare the six-factor second-order model with the one-factor model. | https://pmc.ncbi.nlm.nih.gov/articles/PMC9169236/ | Coaching Servant Leadership: Scale Development and Validation - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.479 | 0.702 | ["philosophy"] | 445 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:12.809051 | [
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tor second-order model with the one-factor model. The test revealed that the six-factor second-order model was superior to the one-factor model [Δχ 2 (Δ df ) = 164.95(6), p < 0.001]. As with Phase 3, the correlation coefficients between the six coaching servant leadership variables and the four outcome variables were calculated to test criterion-related validity. Satisfaction with a head coach ( r = 0.37−0.60), team citizenship behavior ( r = 0.49−0.59), and team commitment ( r = 0.31−0.55) were significant | https://pmc.ncbi.nlm.nih.gov/articles/PMC9169236/ | Coaching Servant Leadership: Scale Development and Validation - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.607 | 0.712 | ["leadership", "management"] | 512 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:12.809108 | [
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team commitment ( r = 0.31−0.55) were significantly related to each coaching servant leadership variable. While team efficacy was not significantly related to humility ( r = 0.11), it was significantly related to all other coaching servant leadership variables ( r = 0.14−0.19). Hence, the criterion-related validity of coaching servant leadership was demonstrated in a sample of university athletes in the United States. Discussion This study aimed to develop and test a coaching servant leadership scale. | https://pmc.ncbi.nlm.nih.gov/articles/PMC9169236/ | Coaching Servant Leadership: Scale Development and Validation - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.504 | 0.702 | ["leadership", "management", "education"] | 506 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:12.809153 | [
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lop and test a coaching servant leadership scale. First, a pool of items was generated using deductive (i.e., literature review) and inductive (i.e., surveys among coaches and university students) approaches. Next, the items were narrowed down for the initial analysis based on experts' assessment of content validity. Third, after several items were removed by EFA, CFA supported the six-factor structure, providing evidence of construct validity. | https://pmc.ncbi.nlm.nih.gov/articles/PMC9169236/ | Coaching Servant Leadership: Scale Development and Validation - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.605 | 0.68 | ["leadership", "education"] | 448 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:12.809200 | [
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ucture, providing evidence of construct validity. Fourth, the scale's criterion-related validity was established as the relationships between each coaching servant leadership variable and the four outcome variables were confirmed. Finally, a survey was conducted among university athletes in the United States to enhance the scale's generalizability. Consequently, a coaching servant leadership scale consisting of six factors was developed. | https://pmc.ncbi.nlm.nih.gov/articles/PMC9169236/ | Coaching Servant Leadership: Scale Development and Validation - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.484 | 0.816 | ["leadership", "networking", "education"] | 441 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:12.809252 | [
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ip scale consisting of six factors was developed. Based on Van Dierendonck's ( 2011 ) classification, the study's findings supported the reliability and validity of the coaching servant leadership scale. This scale also corresponds to Page and Wong's ( 2000 ) conceptual framework for measuring servant leadership [i.e., character-orientation (“What kind of person is the leader?”), people-orientation (“How does the leader relate to others?”), task-orientation (“What does the leader do?”), and process-orientat | https://pmc.ncbi.nlm.nih.gov/articles/PMC9169236/ | Coaching Servant Leadership: Scale Development and Validation - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.64 | 0.694 | ["leadership", "education"] | 512 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:12.809301 | [
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(“What does the leader do?”), and process-orientation (“How does the leader impact organizational processes?”)]. Specifically, dedication and humility are included in character-orientation. Character-orientation concerns the development of a servant's attitude, focusing on the leader's values, credibility, and motivation (Page and Wong, 2000 ). A servant leader puts their accomplishments and talent into appropriate perspective and is willing to learn from others' expertise (Van Dierendonck, 2011 ). | https://pmc.ncbi.nlm.nih.gov/articles/PMC9169236/ | Coaching Servant Leadership: Scale Development and Validation - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.441 | 0.832 | ["leadership", "motivation", "ethics"] | 503 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:12.809351 | [
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from others' expertise (Van Dierendonck, 2011 ). A servant leader also prioritizes the needs of others beyond their own and serves others to help them grow (Ehrhart, 2004 ; Liden et al., 2008 ). Those who are served are more likely to become servant leaders themselves (Greenleaf, 2007 ). Thus, humility and dedication are key factors in coaching servant leadership, both in terms of building the coach's own character and influencing athletes. | https://pmc.ncbi.nlm.nih.gov/articles/PMC9169236/ | Coaching Servant Leadership: Scale Development and Validation - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.491 | 0.844 | ["leadership"] | 444 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:12.809403 | [
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ong, 2000 )—an essential element for sport teams. It can also be related to satisfying athletes' psychological needs and promoting athletes' intrinsic motivation, in accordance with self-determination theory (Deci and Ryan, 2002 ). Process-orientation focuses on the leader's ability to model and develop flexible, efficient, and open systems in the process of building an organization (Page and Wong, 2000 ). Winning second, one of the factors that constitute coaching servant leadership, appears to be unique t | https://pmc.ncbi.nlm.nih.gov/articles/PMC9169236/ | Coaching Servant Leadership: Scale Development and Validation - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.652 | 0.852 | ["leadership", "management", "motivation"] | 512 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:12.809455 | [
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oaching servant leadership, appears to be unique to the sport field. This implies the need for an athlete-centered coaching philosophy and does not imply that striving to win is a bad thing. Coaches who are athlete-centered prioritize the athlete's physical and social development as well as their enjoyment (McGladrey et al., 2010 ). According to Walton ((n.d.)), John Wooden, the famous American basketball coach, derived his joy and happiness from the success of others. | https://pmc.ncbi.nlm.nih.gov/articles/PMC9169236/ | Coaching Servant Leadership: Scale Development and Validation - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.448 | 0.848 | ["leadership", "philosophy"] | 473 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:12.809504 | [
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his joy and happiness from the success of others. He said that he learned from Abraham Lincoln and Mother Teresa that “a life not lived for others is not a life.” This statement accurately reflects the ideals of servant leadership. The present study confirmed that the correlations between the coaching servant leadership factors were high, while the one-factor model showed a poor fit with the data. Therefore, the second-order model's fit with the data was as good as that of the first-order model. | https://pmc.ncbi.nlm.nih.gov/articles/PMC9169236/ | Coaching Servant Leadership: Scale Development and Validation - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.496 | 0.866 | ["leadership", "family", "education"] | 500 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:12.809549 | [
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ata was as good as that of the first-order model. This result is consistent with earlier studies (Liden et al., 2008 ; Sendjaya and Cooper, 2011 ; Van Dierendonck and Nuijten, 2011 ): the evidence demonstrates that coaching servant leadership is a hierarchical model that is captured by holistic and multi-dimensional constructs. Criterion-related validity testing of the scale revealed significant positive correlations between each coaching servant leadership factor and the four outcome variables identified b | https://pmc.ncbi.nlm.nih.gov/articles/PMC9169236/ | Coaching Servant Leadership: Scale Development and Validation - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.472 | 0.85 | ["leadership"] | 512 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:12.809603 | [
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factor and the four outcome variables identified by Eva et al. ( 2019 ), with the exception of humility and team efficacy in the US sample. This result indicates that coaching servant leadership can be positively related to various psychological aspects of athletes. Existing research also reports that servant leader coaches have a more positive impact on athletes' satisfaction, intrinsic motivation, and mental skills than non-servant leader coaches (Rieke et al., 2008 ). | https://pmc.ncbi.nlm.nih.gov/articles/PMC9169236/ | Coaching Servant Leadership: Scale Development and Validation - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.639 | 0.846 | ["leadership", "management", "motivation"] | 475 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:12.809653 | [
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non-servant leader coaches (Rieke et al., 2008 ). Since servant leadership research in the sport domain lags behind business management, further research on its impact on athletes is recommended as an avenue for future study. Practical Implications This study's findings indicate several important practical implications that are beneficial to the coaching research and coaching scene. First, this study identified the factors of coaching servant leadership that positively impact athletes' growth and wellbeing. | https://pmc.ncbi.nlm.nih.gov/articles/PMC9169236/ | Coaching Servant Leadership: Scale Development and Validation - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.474 | 0.844 | ["leadership", "education", "management"] | 512 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:12.809700 | [
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positively impact athletes' growth and wellbeing. In addition to the servant leadership of coaches identified by Hammermeister et al. ( 2008 ), the identification of new factors in this study represents a major step forward in sport leadership research. As mentioned earlier, winning is not everything for athletes and sport teams. Although striving to win is not wholly bad, excessive emphasis on victory increases the likelihood that multiple ethical issues will arise. | https://pmc.ncbi.nlm.nih.gov/articles/PMC9169236/ | Coaching Servant Leadership: Scale Development and Validation - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.441 | 0.844 | ["leadership", "war_conflict", "management", "ethics", "education"] | 471 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:12.809755 | [
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kelihood that multiple ethical issues will arise. Servant leaders who focus on athletes reportedly contribute to the creation of an ethical climate in sport organizations (Burton et al., 2017 ). Thus, coaches are encouraged to refer to this scale as a means of learning about coaching servant leadership with the aim of applying it to developing athletes and building teams. Second, the study revealed the relationships between coaching servant leadership and various athlete variables. | https://pmc.ncbi.nlm.nih.gov/articles/PMC9169236/ | Coaching Servant Leadership: Scale Development and Validation - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.531 | 0.848 | ["leadership", "ethics", "education", "management", "networking"] | 486 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:12.809804 | [
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servant leadership and various athlete variables. This finding indicates that coaching servant leadership is likely to have a positive impact on athletes in actual sport settings. Servant leadership is viewed with concern partly based on the fear that it will produce mentally weak athletes, which has been empirically refuted by Rieke et al. ( 2008 ). It is anticipated that coaching servant leadership will improve coaching quality and provide coaches with opportunities to build good relationships with athlet | https://pmc.ncbi.nlm.nih.gov/articles/PMC9169236/ | Coaching Servant Leadership: Scale Development and Validation - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.626 | 0.856 | ["leadership", "networking"] | 512 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:12.809861 | [
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ortunities to build good relationships with athletes. Limitations and Future Research Several limitations must be considered in interpreting the present study's results. First, an online survey was conducted to assemble a large sample of athletes. Although various data were obtained, these data may have been biased. Furthermore, since no multi-level data could be collected, team-level analysis was not possible. | https://pmc.ncbi.nlm.nih.gov/articles/PMC9169236/ | Coaching Servant Leadership: Scale Development and Validation - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.442 | 0.818 | ["management", "networking", "education"] | 414 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:12.809914 | [
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collected, team-level analysis was not possible. Future studies should collect samples at the team-level and apply multi-level analysis to examinations of coaching servant leadership. Moreover, it would be desirable to study not only youth and university sport but also athletes and coaches in other contexts, such as sport clubs. Second, although the study was preceded by as many careful procedures as possible, the present study alone does not necessarily verify that the coaching servant leadership scale, c | https://pmc.ncbi.nlm.nih.gov/articles/PMC9169236/ | Coaching Servant Leadership: Scale Development and Validation - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.512 | 0.854 | ["leadership", "education", "management"] | 511 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:12.809964 | [
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rify that the coaching servant leadership scale, consisting of six factors and 17 items, is a robust instrument. Earlier servant leadership studies have reconsidered the number of factors and developed short forms (Liden et al., 2015 ; Sendjaya et al., 2019 ). Further research may be required to examine and refine this matter. In conclusion, the present study is the first in the sport domain to apply both deductive and inductive approaches to generate items and develop a coaching servant leadership scale. | https://pmc.ncbi.nlm.nih.gov/articles/PMC9169236/ | Coaching Servant Leadership: Scale Development and Validation - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.652 | 0.864 | ["leadership", "education", "philosophy"] | 510 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:12.810010 | [
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and develop a coaching servant leadership scale. The scale's applicability was conf | https://pmc.ncbi.nlm.nih.gov/articles/PMC9169236/ | Coaching Servant Leadership: Scale Development and Validation - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.662 | 0.574 | ["leadership"] | 83 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:12.810058 | [
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nell Myles Ranell Myles , PhD 1 Centers for Disease Control and Prevention, Find articles by Ranell Myles 1 , Tichelle Porch Tichelle Porch , MPH 2 Duke University School of Medicine, Find articles by Tichelle Porch 2 , Stephanie Parris Stephanie Parris , MPH 3 Medical College of Georgia. Find articles by Stephanie Parris 3 , Michelle Ivy-Knudsen Michelle Ivy-Knudsen , MPH 1 Centers for Disease Control and Prevention, Find articles by Michelle Ivy-Knudsen 1 , Hazel D Dean Hazel D Dean , ScD 1 Centers for Di | https://pmc.ncbi.nlm.nih.gov/articles/PMC8506892/ | Leading Organizational Change: Improved Leadership Behaviors Among Public Health Leaders After Receiving Multirater Feedback and Coaching - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.529 | 0.728 | ["education"] | 512 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:13.067331 | [
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, Hazel D Dean Hazel D Dean , ScD 1 Centers for Disease Control and Prevention, Find articles by Hazel D Dean 1 Author information Article notes Copyright and License information 1 Centers for Disease Control and Prevention, 2 Duke University School of Medicine, 3 Medical College of Georgia. The findings and conclusions in this report are those of the authors and do not necessarily represent the official position of the Centers for Disease Control and Prevention. | https://pmc.ncbi.nlm.nih.gov/articles/PMC8506892/ | Leading Organizational Change: Improved Leadership Behaviors Among Public Health Leaders After Receiving Multirater Feedback and Coaching - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.518 | 0.704 | ["education", "philosophy"] | 467 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:13.067624 | [
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p coach to assess identified improvement areas 5. Post-coaching program evaluation #1 An in-depth interview to determine if changes in leadership behaviors occurred 3–6 months after leadership coaching 6. Post-coaching program evaluation #2 An in-depth interview to determine if changes in leadership behaviors were sustained after 18 months after leadership coaching Open in a new tab Note: OPM = U.S. Office of Personnel Management. Table 3. | https://pmc.ncbi.nlm.nih.gov/articles/PMC8506892/ | Leading Organizational Change: Improved Leadership Behaviors Among Public Health Leaders After Receiving Multirater Feedback and Coaching - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.616 | 0.832 | ["leadership", "interview", "management"] | 443 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:13.067711 | [
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Model program components is provided in Table 5 . Audio recordings of interviews were transcribed verbatim and imported into QSR NVivo 11 ® (QSR International Pty. Ltd., Doncaster, Victoria, Australia); a thematic analysis was then applied to the data. A codebook was developed that used explicit themes developed from structural coding of general categories included in the interview; inductive codes were later added to capture emergent themes. | https://pmc.ncbi.nlm.nih.gov/articles/PMC8506892/ | Leading Organizational Change: Improved Leadership Behaviors Among Public Health Leaders After Receiving Multirater Feedback and Coaching - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.525 | 0.834 | ["interview"] | 446 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:13.067766 | [
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(%) 70 (84) 9 (82) 44 (81) Number of branch chief participants, n (%) 13 (16) 2 (18) 10 (19) Open in a new tab Changes in Leadership Behaviors Participants noted specific changes in their leadership behaviors during participation in CaLI. Of the 94 respondents, 74 (79%) reported improvements in their ability to lead change in three of the four Leading Change competencies: creativity and innovation, flexibility, and resilience. | https://pmc.ncbi.nlm.nih.gov/articles/PMC8506892/ | Leading Organizational Change: Improved Leadership Behaviors Among Public Health Leaders After Receiving Multirater Feedback and Coaching - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.617 | 0.838 | ["leadership", "innovation"] | 430 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:13.067826 | [
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underlying it. PLOS ONE, 11(7), Article e0159137. [ DOI ] [ PMC free article ] [ PubMed ] [ Google Scholar ] Hodges J (2017). Building capabilities for change: The critical role of resilience. Viewpoint, 31(1), 5–8. [ Google Scholar ] Joo BK (2005). Executive coaching: A conceptual framework from an integrative review of practice and research. Human Resource Development Review, 4(4), 462–488. [ Google Scholar ] Kochanowski S, Seifert C, & Yukl G (2009). | https://pmc.ncbi.nlm.nih.gov/articles/PMC8506892/ | Leading Organizational Change: Improved Leadership Behaviors Among Public Health Leaders After Receiving Multirater Feedback and Coaching - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.626 | 0.7 | [] | 457 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:13.067895 | [
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Workplace Health Saf . Author manuscript; available in PMC: 2022 Sep 1. Published in final edited form as: Workplace Health Saf. 2021 Apr 22;69(9):400–409. doi: 10.1177/21650799211001728 Leading Organizational Change Improved Leadership Behaviors Among Public Health Leaders After Receiving Multirater Feedback and Coaching Crystal Spears-Jones Crystal Spears-Jones , MPA 1 Centers for Disease Control and Prevention, Find articles by Crystal Spears-Jones 1 , Ranell Myles Ranell Myles , PhD 1 Centers for Diseas | https://pmc.ncbi.nlm.nih.gov/articles/PMC8506892/ | Leading Organizational Change: Improved Leadership Behaviors Among Public Health Leaders After Receiving Multirater Feedback and Coaching - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.624 | 0.844 | ["leadership", "philosophy"] | 512 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:13.067954 | [
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f the Centers for Disease Control and Prevention. ✉ Address correspondence to: Crystal Spears-Jones, MPA, Centers for Disease Control and Prevention, 4770 Buford Highway, Atlanta, GA 30333, USA; VTD3@cdc.gov . Issue date 2021 Sep. For reprints and permissions queries, please visit SAGE’s Web site at http://www.sagepub.com/journalsPermissions.nav . PMC Copyright notice PMCID: PMC8506892 NIHMSID: NIHMS1745785 PMID: 33882733 The publisher's version of this article is available at Workplace Health Saf Abstract | https://pmc.ncbi.nlm.nih.gov/articles/PMC8506892/ | Leading Organizational Change: Improved Leadership Behaviors Among Public Health Leaders After Receiving Multirater Feedback and Coaching - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.508 | 0.688 | ["communication"] | 511 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:13.068006 | [
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cle is available at Workplace Health Saf Abstract Background: Leading Change is one of five Executive Core Qualifications (ECQs) used in developing leaders in the federal government. Leadership development programs that incorporate multirater feedback and executive coaching are valuable in developing competencies to lead change. Methods: We examined the extent by which coaching influenced Leading Change competencies and identified effective tools and resources used to enhance the leadership capacity of firs | https://pmc.ncbi.nlm.nih.gov/articles/PMC8506892/ | Leading Organizational Change: Improved Leadership Behaviors Among Public Health Leaders After Receiving Multirater Feedback and Coaching - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.652 | 0.842 | ["leadership", "resume", "governance"] | 512 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:13.068063 | [
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es used to enhance the leadership capacity of first- and midlevel leaders at Centers for Disease Control and Prevention’s National Center for HIV/AIDS, Viral Hepatitis, Sexually Transmitted Diseases, and Tuberculosis Prevention. Data included qualitative data collected via semi-structured interviews that focused on leadership changes made by leaders in the Coaching and Leadership Initiative (CaLI), a leadership development program for Team Leads and Branch Chiefs. | https://pmc.ncbi.nlm.nih.gov/articles/PMC8506892/ | Leading Organizational Change: Improved Leadership Behaviors Among Public Health Leaders After Receiving Multirater Feedback and Coaching - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.634 | 0.828 | ["leadership", "management", "interview"] | 468 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:13.068119 | [
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lopment program for Team Leads and Branch Chiefs. Findings: Ninety-six participants completed leadership coaching; 94 (98%) of whom completed one or more interviews. Of those 94 respondents, 74 (79%) reported improvements in their ability to lead change in 3 of 4 leading change competencies: creativity and innovation, flexibility, and resilience. All respondents indicated tools and resources that were effective in leading change: 49 (52%) participated in instructor-led activities during their CaLI experienc | https://pmc.ncbi.nlm.nih.gov/articles/PMC8506892/ | Leading Organizational Change: Improved Leadership Behaviors Among Public Health Leaders After Receiving Multirater Feedback and Coaching - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.657 | 0.844 | ["leadership", "innovation", "management", "interview"] | 512 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:13.068181 | [
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tructor-led activities during their CaLI experience; 33 (35%) experiential activities; 94 (100%) developmental relationships, assessment, and feedback; and 25 (27%) self-development. Conclusions/Application to Practice: First- and midlevel leaders in a public health agency benefitted from using leadership coaching in developing competencies to lead organizational change. Leadership development programs might benefit from examining Leading Change competencies and including instructor-led and experiential act | https://pmc.ncbi.nlm.nih.gov/articles/PMC8506892/ | Leading Organizational Change: Improved Leadership Behaviors Among Public Health Leaders After Receiving Multirater Feedback and Coaching - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.485 | 0.822 | ["leadership", "networking", "resume"] | 512 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:13.068249 | [
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and including instructor-led and experiential activities as an additional component of a comprehensive leadership development program. Keywords: coaching, training, evaluation, leadership development, leading change Background Leadership development programs that incorporate multirater feedback and executive coaching are valuable in developing competencies to lead change in organizations ( Deaton et al., 2013 ). | https://pmc.ncbi.nlm.nih.gov/articles/PMC8506892/ | Leading Organizational Change: Improved Leadership Behaviors Among Public Health Leaders After Receiving Multirater Feedback and Coaching - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.52 | 0.802 | ["leadership"] | 415 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:13.068297 | [
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change in organizations ( Deaton et al., 2013 ). The term Leading Change refers to change management or transformational leadership and has been defined as “the process of continually renewing an organization’s direction, structure, and capabilities to serve the ever-changing needs of external and internal customers” ( Moran & Brightman, 2001 , p. 66). The ability of public health leaders to lead organizational change is crucial for organizational success and sustainability. | https://pmc.ncbi.nlm.nih.gov/articles/PMC8506892/ | Leading Organizational Change: Improved Leadership Behaviors Among Public Health Leaders After Receiving Multirater Feedback and Coaching - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.415 | 0.842 | ["leadership", "management", "philosophy"] | 479 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:13.068349 | [
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al for organizational success and sustainability. Today’s leaders are faced with executing priorities and keeping employees engaged and productive in an ever-evolving work environment; leaders also should be innovative, creative, flexible, and resilient ( Deaton et al., 2013 ). Leading Change is one of five Executive Core Qualifications (ECQs) used in developing leaders in the federal government. Each ECQ, as defined in Table 1 , has associated competencies that focus on organizational outcomes and results, | https://pmc.ncbi.nlm.nih.gov/articles/PMC8506892/ | Leading Organizational Change: Improved Leadership Behaviors Among Public Health Leaders After Receiving Multirater Feedback and Coaching - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.455 | 0.85 | ["leadership", "innovation", "resume", "governance"] | 512 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:13.068411 | [
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that focus on organizational outcomes and results, coalition and team building, and customer service. Leading Change competencies seek to prepare leaders for effectively influencing strategic change to meet organizational goals and establish organizational vision, and to do so in a continuously changing environment ( US Office of Personnel Management [OPM], 2020b ). Table 1. Executive Core Qualifications of the United States Office of Personnel Management Number Executive core qualification Description a 1. | https://pmc.ncbi.nlm.nih.gov/articles/PMC8506892/ | Leading Organizational Change: Improved Leadership Behaviors Among Public Health Leaders After Receiving Multirater Feedback and Coaching - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.585 | 0.844 | ["management", "leadership", "strategy", "resume"] | 512 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:13.068490 | [
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mber Executive core qualification Description a 1. Leading change This core qualification involves the ability to bring about strategic change, both within and outside the organization, to meet organizational goals and includes the ability to establish an organizational vision and to implement it in a continuously changing environment. 2. Leading people This core qualification involves the ability to lead people toward meeting the organization’s vision, mission, and goals and the ability to provide an inclu | https://pmc.ncbi.nlm.nih.gov/articles/PMC8506892/ | Leading Organizational Change: Improved Leadership Behaviors Among Public Health Leaders After Receiving Multirater Feedback and Coaching - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.572 | 0.85 | ["strategy", "resume", "leadership", "war_conflict"] | 512 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:13.068543 | [
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ion, and goals and the ability to provide an inclusive workplace including development of others, facilitating cooperation and teamwork, and supporting constructive resolution of conflicts. 3. Results driven This core qualification involves the ability to meet organizational goals and customer expectations including the ability to make decisions that produce high-quality results by applying technical knowledge, analyzing problems, and calculating risks. 4. | https://pmc.ncbi.nlm.nih.gov/articles/PMC8506892/ | Leading Organizational Change: Improved Leadership Behaviors Among Public Health Leaders After Receiving Multirater Feedback and Coaching - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.473 | 0.822 | ["management", "decision_making", "resume", "war_conflict", "education"] | 460 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:13.068601 | [
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ge, analyzing problems, and calculating risks. 4. Business acumen This core qualification involves the ability to manage human, financial, and information resources strategically. 5. Building coalitions This core qualification involves the ability to build coalitions internally and with other Federal agencies, State and local governments, nonprofit and private sector organizations, foreign governments, or international organizations to achieve common goals. Open in a new tab a Adapted from OPM (2020b) . | https://pmc.ncbi.nlm.nih.gov/articles/PMC8506892/ | Leading Organizational Change: Improved Leadership Behaviors Among Public Health Leaders After Receiving Multirater Feedback and Coaching - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.519 | 0.84 | ["resume", "governance", "strategy", "diplomacy", "philosophy"] | 508 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:13.068654 | [
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s. Open in a new tab a Adapted from OPM (2020b) . Multirater feedback is a management tool used to evaluate, recognize, and strengthen leadership skills and competencies ( Kochanowski et al., 2009 ) by obtaining feedback from a supervisor, employees who report directly to that leader, and peer colleagues. Executive coaching is a targeted approach for building and maintaining positive change among leaders ( Athanasopoulou & Dopson, 2018 ; Kochanowski et al., 2009 ). | https://pmc.ncbi.nlm.nih.gov/articles/PMC8506892/ | Leading Organizational Change: Improved Leadership Behaviors Among Public Health Leaders After Receiving Multirater Feedback and Coaching - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.588 | 0.85 | ["leadership", "management"] | 469 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:13.068710 | [
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ulou & Dopson, 2018 ; Kochanowski et al., 2009 ). Leadership development programs that incorporate executive coaching are valuable in leading an organization’s change ( Deaton et al., 2013 ). Leadership coaching involves a one-on-one “relationship between the client and a coach that facilitates the client becoming a more effective leader” ( Ely et al., 2010 , p. 585). The coach incorporates supplemental developmental tools and trainings throughout the coaching process to assist the leader in achieving the s | https://pmc.ncbi.nlm.nih.gov/articles/PMC8506892/ | Leading Organizational Change: Improved Leadership Behaviors Among Public Health Leaders After Receiving Multirater Feedback and Coaching - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.672 | 0.708 | ["leadership", "networking"] | 512 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:13.068763 | [
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ng process to assist the leader in achieving the specified coaching goal, ultimately leading to long-term behavioral change ( Joo, 2005 ; Wasylyshyn, 2003 ). Managers and supervisors who have received multirater feedback and participated in coaching as an approach to leadership development have reported enhanced leadership skills, increased self-confidence in leading others, more creativity and innovation, increased self-awareness, and more meaningful interactions with direct reports ( Dean et al., 2021 ; S | https://pmc.ncbi.nlm.nih.gov/articles/PMC8506892/ | Leading Organizational Change: Improved Leadership Behaviors Among Public Health Leaders After Receiving Multirater Feedback and Coaching - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.662 | 0.846 | ["leadership", "innovation", "management", "war_conflict"] | 512 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:13.068823 | [
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ctions with direct reports ( Dean et al., 2021 ; Sheridan & Howard, 2009 ). The extent to which public-sector leadership development programs examine Leading Change competencies, tools, and trainings used in the coaching process have not been documented. In this analysis, we examined data from the Centers for Disease Control and Prevention (CDC), National Center for HIV/AIDS, Viral Hepatitis, Sexually Transmitted Diseases and Tuberculosis Prevention’s (NCHHSTP) Coaching and Leadership Initiative (CaLI) to ( | https://pmc.ncbi.nlm.nih.gov/articles/PMC8506892/ | Leading Organizational Change: Improved Leadership Behaviors Among Public Health Leaders After Receiving Multirater Feedback and Coaching - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.646 | 0.848 | ["leadership", "war_conflict"] | 512 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:13.068879 | [
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TP) Coaching and Leadership Initiative (CaLI) to (a) explore the extent by which a coaching intervention influenced participants’ leadership behaviors in relation to the Leading Change ECQ and (b) summarize tools, resources, and activities that participants used during the coaching process that were effective in building leadership skills in leading change. Methods CaLI Program CaLI is a leadership development program for NCHHSTP’s team leaders and branch chiefs and comprises six components: two OPM 360-deg | https://pmc.ncbi.nlm.nih.gov/articles/PMC8506892/ | Leading Organizational Change: Improved Leadership Behaviors Among Public Health Leaders After Receiving Multirater Feedback and Coaching - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.648 | 0.698 | ["leadership", "management"] | 512 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:13.068929 | [
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iefs and comprises six components: two OPM 360-degree multirater leadership assessments administrated both before and after the coaching intervention; six leadership coaching sessions; a leadership coach survey; two post-coaching program evaluations, one 3 to 6 months after leadership coaching (Phase 1), and another ≥18 months after the Phase 1 evaluation (Phase 2). Detailed methods regarding the CaLI program and all six components are summarized in Table 2 and described elsewhere ( Dean et al., 2021 ). | https://pmc.ncbi.nlm.nih.gov/articles/PMC8506892/ | Leading Organizational Change: Improved Leadership Behaviors Among Public Health Leaders After Receiving Multirater Feedback and Coaching - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.579 | 0.852 | ["leadership"] | 508 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:13.068977 | [
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2 and described elsewhere ( Dean et al., 2021 ). The CaLI program is guided by the CaLI framework logic model ( Table 3 ). The logic model includes the resources needed, activities associated with those resources, direct products of activities, and the impacts that occur because of the activities. The logic model also describes the data needed for the CaLI evaluation, including the types of data related to the changes in the leaders’ behaviors that improve their leadership competencies as described in the | https://pmc.ncbi.nlm.nih.gov/articles/PMC8506892/ | Leading Organizational Change: Improved Leadership Behaviors Among Public Health Leaders After Receiving Multirater Feedback and Coaching - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.501 | 0.868 | ["leadership"] | 510 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:13.069033 | [
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their leadership competencies as described in the OPM’s Leading Change ECQ. Table 2. Centers for Disease Control and Prevention, National Center for HIV/AIDS, Viral Hepatitis, and STD Prevention’s Coaching and Leadership Initiative (CaLI) Program Components Number CaLI program component Description 1. OPM 360-degree multirater leadership assessment #1 A multirater tool used to gather information from a supervisor, direct reports, and peer colleagues prior to the coaching intervention 2. | https://pmc.ncbi.nlm.nih.gov/articles/PMC8506892/ | Leading Organizational Change: Improved Leadership Behaviors Among Public Health Leaders After Receiving Multirater Feedback and Coaching - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.592 | 0.836 | ["leadership", "philosophy"] | 491 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:13.069085 | [
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colleagues prior to the coaching intervention 2. 6 leadership coaching sessions A 1-year coaching intervention led by a professional coach to develop leadership competencies through individual coaching sessions 3. OPM 360-degree multirater leadership assessment #2 A multirater tool used to gather information from a supervisor, direct reports, and peer colleagues after the coaching intervention 4. Leadership Coach Survey A survey completed by the leadership coach to assess identified improvement areas 5. | https://pmc.ncbi.nlm.nih.gov/articles/PMC8506892/ | Leading Organizational Change: Improved Leadership Behaviors Among Public Health Leaders After Receiving Multirater Feedback and Coaching - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.633 | 0.842 | ["leadership", "career", "philosophy"] | 508 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:13.069135 | [
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M = U.S. Office of Personnel Management. Table 3. Logic Model for Leading Change Through the Coaching and Leadership Initiative (CaLI) Program Inputs Outputs Outcomes Baseline data Impacts that occur because of activities Baseline data is necessary for each evaluation method Major resources Needed Activities associated with the resources Direct products of activities immediate Level 1 Short-term Level 2 Intermediate Level 3 Long-term Level 4 Evaluation methods Evaluation tools Changes in learning Sustained | https://pmc.ncbi.nlm.nih.gov/articles/PMC8506892/ | Leading Organizational Change: Improved Leadership Behaviors Among Public Health Leaders After Receiving Multirater Feedback and Coaching - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.486 | 0.846 | ["leadership", "management", "education"] | 511 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:13.069186 | [
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ds Evaluation tools Changes in learning Sustained behaviors Return on expectations Organizational factors Center’s Strategic Plan Strategic Partnerships Federal Employee Viewpoint Survey results Center’s training needs assessments Risk factors Laws/Regulations Political environment Organizational culture Protective factors Budget Facilities Staff resources Technology Supplies Pilot-test the CaLI framework Invite team leads and branch chiefs to participate Implement CaLI Components OPM Leadership 360 ™ orien | https://pmc.ncbi.nlm.nih.gov/articles/PMC8506892/ | Leading Organizational Change: Improved Leadership Behaviors Among Public Health Leaders After Receiving Multirater Feedback and Coaching - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.568 | 0.674 | ["leadership", "strategy", "management", "governance", "education"] | 512 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:13.069236 | [
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plement CaLI Components OPM Leadership 360 ™ orientation session and debriefing session OPM Leadership 360 ™ multirater assessment (pre and post) Leadership coaching sessions Qualitative evaluations Coaching assessments Disseminate CaLI results Specific to CaLI framework Defined goals, objectives, and purpose statement Refined CaLI framework Specific to implementation Number of participants who completed the OPM multirater assessment Number of participants who completed leadership coaching sessions OPM mult | https://pmc.ncbi.nlm.nih.gov/articles/PMC8506892/ | Leading Organizational Change: Improved Leadership Behaviors Among Public Health Leaders After Receiving Multirater Feedback and Coaching - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.62 | 0.682 | ["leadership"] | 512 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:13.069293 | [
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ho completed leadership coaching sessions OPM multirater assessment summary report Increased motivation and confidence to lead others through change Changes in knowledge, attitudes, behaviors, and skills related to Leading change executive core qualification Increased awareness of the ability to influence creativity and innovation, flexibility, resilience, and external awareness Identification of effective tools, resource, and activities Increased supervisor and employee interactions Increased collaboration | https://pmc.ncbi.nlm.nih.gov/articles/PMC8506892/ | Leading Organizational Change: Improved Leadership Behaviors Among Public Health Leaders After Receiving Multirater Feedback and Coaching - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.646 | 0.674 | ["leadership", "innovation", "war_conflict", "communication", "motivation"] | 512 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:13.069344 | [
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and employee interactions Increased collaboration among team leaders, branch chiefs, and subordinates More adaptability to new information and changing conditions Increased innovations and new ideas in the design of new processes, policies, and programs Leadership impact Increased employee satisfaction Increased employee engagement Improved job performance Improved leadership effectiveness Work culture Increased team cohesion and performance More innovative ideas More creative solutions Improved communicat | https://pmc.ncbi.nlm.nih.gov/articles/PMC8506892/ | Leading Organizational Change: Improved Leadership Behaviors Among Public Health Leaders After Receiving Multirater Feedback and Coaching - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.61 | 0.676 | ["leadership", "philosophy", "management", "innovation", "communication"] | 511 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:13.069405 | [
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ideas More creative solutions Improved communication Qualitative, semi-structured interviews at 3–6 months after the coaching intervention and 18 months after the coaching intervention Track monies spent on implementing the CaLI framework Monitor employee engagement scores Monitor employee satisfaction rates Qualitative, semi-structured interview questionnaire OPM Leadership 360 ™ multirater assessment report Centerwide budget records Federal Employee Viewpoint Survey Open in a new tab Note . | https://pmc.ncbi.nlm.nih.gov/articles/PMC8506892/ | Leading Organizational Change: Improved Leadership Behaviors Among Public Health Leaders After Receiving Multirater Feedback and Coaching - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.614 | 0.678 | ["leadership", "interview", "communication", "innovation"] | 497 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:13.069452 | [
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mployee Viewpoint Survey Open in a new tab Note . Program goal: To determine if CaLI helped to develop better leadership skills and to identify effective leadership tools. Target population: Team leads (first-level managers) and branch chiefs (mid-level managers) in a public health agency. OPM = U.S. Office of Personnel Management. Leading Change ECQ The Leading Change ECQ comprises six competencies—creativity and innovation, external awareness, flexibility, resilience, strategic thinking, and vision ( OPM, | https://pmc.ncbi.nlm.nih.gov/articles/PMC8506892/ | Leading Organizational Change: Improved Leadership Behaviors Among Public Health Leaders After Receiving Multirater Feedback and Coaching - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.592 | 0.846 | ["leadership", "management", "strategy", "innovation", "war_conflict"] | 512 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:13.069502 | [
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resilience, strategic thinking, and vision ( OPM, 2020b ). The creativity and innovation competency is focused on questioning conventional approaches and designing new cutting-edge programs; external awareness focuses on understanding how local, national, and international policies affect an organization; flexibility focuses on being open to change and new information; resilience focuses on effectively dealing with pressure situations and staying optimistic and persistent; strategic thinking focuses on imp | https://pmc.ncbi.nlm.nih.gov/articles/PMC8506892/ | Leading Organizational Change: Improved Leadership Behaviors Among Public Health Leaders After Receiving Multirater Feedback and Coaching - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.567 | 0.834 | ["strategy", "innovation", "war_conflict", "philosophy"] | 511 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:13.069556 | [
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and persistent; strategic thinking focuses on implementing plans that are consistent with long-term organizational goals; and vision focuses on serving as a catalyst for organizational change. Our study focused specifically on four of the six leading change competencies: creativity and innovation, external awareness, flexibility, and resilience. Participant Selection Study participants were first- and mid-level leaders employed in NCHHSTP who completed the CaLI program. | https://pmc.ncbi.nlm.nih.gov/articles/PMC8506892/ | Leading Organizational Change: Improved Leadership Behaviors Among Public Health Leaders After Receiving Multirater Feedback and Coaching - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.432 | 0.826 | ["leadership", "strategy", "innovation", "education", "war_conflict"] | 474 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:13.069618 | [
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ployed in NCHHSTP who completed the CaLI program. First-level leaders were team leads who managed assignments of a team while performing the same type of work as their team. Mid-level leaders were branch chiefs who managed first-level team leads ( Dean et al., 2021 ). Participants were identified through referrals by supervisors or through administrative records in CDC’s Human Resources system. Once identified, participants received an email inviting them to participate in the program. | https://pmc.ncbi.nlm.nih.gov/articles/PMC8506892/ | Leading Organizational Change: Improved Leadership Behaviors Among Public Health Leaders After Receiving Multirater Feedback and Coaching - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.414 | 0.848 | ["management", "leadership", "philosophy"] | 490 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:13.069664 | [
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mail inviting them to participate in the program. Participation was strongly encouraged by NCHHSTP senior leadership but was not required. Study participants completed Phases 1 and 2 of the CaLI Program. Data Collection We conducted in-person and telephone interviews among first- and mid-level leaders who completed the CaLI program. A semi-structured interview guide was used to elicit participants’ demographic information, including length of time in leadership position, number of staff managed, and notable | https://pmc.ncbi.nlm.nih.gov/articles/PMC8506892/ | Leading Organizational Change: Improved Leadership Behaviors Among Public Health Leaders After Receiving Multirater Feedback and Coaching - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.405 | 0.846 | ["leadership", "interview", "education", "philosophy"] | 512 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:13.069722 | [
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hip position, number of staff managed, and notable organizational changes (e.g., reorganization, new supervisor, or reduction or increase in staff) that occurred during the period after their CaLI participation. Participants were asked about their experience in CaLI regarding the Leading Change ECQ competencies. Participants were given the definitions of Leading Change and associated competencies as described by OPM before and during the interviews ( OPM, 2020a ). | https://pmc.ncbi.nlm.nih.gov/articles/PMC8506892/ | Leading Organizational Change: Improved Leadership Behaviors Among Public Health Leaders After Receiving Multirater Feedback and Coaching - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.567 | 0.834 | ["leadership", "interview"] | 468 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:13.069771 | [
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before and during the interviews ( OPM, 2020a ). Participants shared opinions of the overall program, described tools, resources, and activities used during the coaching intervention, and identified components to make the CaLI experience more beneficial for future participants. Participants consented to the interview verbally before starting the interview. This project was reviewed by the CDC ethics officials not involved in the work, was determined to be public health practice, and did not require approva | https://pmc.ncbi.nlm.nih.gov/articles/PMC8506892/ | Leading Organizational Change: Improved Leadership Behaviors Among Public Health Leaders After Receiving Multirater Feedback and Coaching - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.564 | 0.85 | ["interview", "ethics"] | 511 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:13.069826 | [
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ublic health practice, and did not require approval by CDC’s Institutional Review Board. Data Analysis Tools, resources, and activities were mapped to OPM’s 5 Classes of Leadership Development Interventions and Learning Model ( OPM, 2015 ). This included instructor-led activities, experiential activities, developmental relationships, assessment, and feedback. A description of the 5 Classes of Leadership Interventions and Learning Model program components is provided in Table 5 . | https://pmc.ncbi.nlm.nih.gov/articles/PMC8506892/ | Leading Organizational Change: Improved Leadership Behaviors Among Public Health Leaders After Receiving Multirater Feedback and Coaching - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.612 | 0.834 | ["leadership", "education", "networking"] | 483 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:13.069876 | [
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odes were later added to capture emergent themes. Study team members read each transcript, assigned codes from the codebook, and developed new codes as needed. Transcripts were coded separately by each team member for the first five interviews and then discussed until consensus was reached regarding coding discrepancies to ensure understanding of codebook definitions and to improve intercoder reliability. The remaining interviews were coded by one team member ( Dean et al., 2021 ). | https://pmc.ncbi.nlm.nih.gov/articles/PMC8506892/ | Leading Organizational Change: Improved Leadership Behaviors Among Public Health Leaders After Receiving Multirater Feedback and Coaching - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.541 | 0.848 | ["management", "interview", "education"] | 486 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:13.069925 | [
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e coded by one team member ( Dean et al., 2021 ). Team members in Phase 1 were R.M. and C.S.-J. and in Phase 2, C.S.-J., T.P., S.P., and M.I.-K. Table 5. Tools Used by Coaching and Leadership Initiative Participants by the U.S. Office of Personnel Management 5 Classes of Leadership Development Interventions and Learning Activities ( N = 94) OPM class of leadership development interventions and learning activities Number of participants 94 (100%) Tools used by participants Instructor-led activity 49 (52%) Le | https://pmc.ncbi.nlm.nih.gov/articles/PMC8506892/ | Leading Organizational Change: Improved Leadership Behaviors Among Public Health Leaders After Receiving Multirater Feedback and Coaching - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.637 | 0.716 | ["leadership", "management", "education"] | 512 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:13.069975 | [
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y participants Instructor-led activity 49 (52%) Leadership Bookshelf series a In-person workshops Online training courses Experiential activities 33 (35%) Strategic planning retreats Team projects Role play On-the-job training Developmental relationships 94 (100%) Team-building activities Professional coaching assessments for teams Mentoring Networking Assessments and feedback 94 (100%) Disk ® assessments b StrengthFinder ® c 360-degree assessment feedback Self-development 25 (27%) Employee shadowing Mandat | https://pmc.ncbi.nlm.nih.gov/articles/PMC8506892/ | Leading Organizational Change: Improved Leadership Behaviors Among Public Health Leaders After Receiving Multirater Feedback and Coaching - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.625 | 0.674 | ["management", "networking", "leadership", "strategy", "career"] | 512 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:13.070024 | [
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elf-development 25 (27%) Employee shadowing Mandatory supervisory trainings Open in a new tab Note . OPM = U.S. Office of Personnel Management. a The Leadership Bookshelf series is a short workshop series that provides leaders the opportunity to attend brief thought-provoking seminars. b Disk ® assessments are behavior assessment tools that center on four different personality traits: dominance, influence, steadiness, and conscientiousness. | https://pmc.ncbi.nlm.nih.gov/articles/PMC8506892/ | Leading Organizational Change: Improved Leadership Behaviors Among Public Health Leaders After Receiving Multirater Feedback and Coaching - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.58 | 0.824 | ["leadership", "management"] | 444 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:13.070082 | [
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ce, influence, steadiness, and conscientiousness. c StrengthFinder ® is a personal development tool, developed by Gallup Education, that provides participants with their top five strengths. Thirty-four different strength themes are divided into four domains of strategic thinking, relationship building, influencing, and executing. Results A total of 96 team leads and branch chiefs from NCHHSTP completed the leadership coaching component of the CaLI program. | https://pmc.ncbi.nlm.nih.gov/articles/PMC8506892/ | Leading Organizational Change: Improved Leadership Behaviors Among Public Health Leaders After Receiving Multirater Feedback and Coaching - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.562 | 0.826 | ["leadership", "strategy", "management", "networking", "education"] | 460 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:13.070128 | [
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eadership coaching component of the CaLI program. Among those 96 participants, 94 (98%) participants completed ≥1 interview. Demographic characteristics are described in Table 4 . Eighty-three (88%) completed the Phase 1 interview, and 54 (65%) completed both Phase 1 and 2 interviews. Of the 83 who completed the Phase 1 interview, 56 (67%) were women and 27 (33%) were men; 70 (84%) were team leads, and 13 (16%) were branch chiefs. The mean number of direct reports was 8.0 (range: 0–24). Table 4. | https://pmc.ncbi.nlm.nih.gov/articles/PMC8506892/ | Leading Organizational Change: Improved Leadership Behaviors Among Public Health Leaders After Receiving Multirater Feedback and Coaching - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.402 | 0.866 | ["interview", "management"] | 500 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:13.070182 | [
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of direct reports was 8.0 (range: 0–24). Table 4. Demographic Characteristics of Coaching and Leadership Initiative Program Participants, by Interview Phase Demographic characteristic Phase 1 participants ( n = 83) Phase 2 participants only ( n = 11) Phase 1 and 2 participants ( n = 54) Sex, n (%) Women 57 (69) 6 (55) 36 (67) Men 26 (31) 5 (45) 18 (33) Mean number of direct reports (range) 8.0 (0–24) 8.8 (0–17) 8.6 (0–24) Number of team lead participants, n (%) 70 (84) 9 (82) 44 (81) Number of branch chief | https://pmc.ncbi.nlm.nih.gov/articles/PMC8506892/ | Leading Organizational Change: Improved Leadership Behaviors Among Public Health Leaders After Receiving Multirater Feedback and Coaching - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.464 | 0.886 | ["leadership", "management", "interview"] | 511 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:13.070234 | [
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vity and innovation, flexibility, and resilience. Sixty-five (69%) noted that the external awareness competency was already a part of their job responsibility and something they were doing before participating in CaLI. Creativity and Innovation Of the 94 respondents, 87 (93%) provided examples of how they demonstrated creativity and innovation by designing or implementing a new process or program component because of skills or lessons learned during the CaLI program. | https://pmc.ncbi.nlm.nih.gov/articles/PMC8506892/ | Leading Organizational Change: Improved Leadership Behaviors Among Public Health Leaders After Receiving Multirater Feedback and Coaching - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.407 | 0.838 | ["innovation", "career", "war_conflict"] | 471 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:13.070290 | [
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kills or lessons learned during the CaLI program. Two team lead participants reported the following: I worked with my branch chief to develop the Building Leadership Capacity (BLC) initiative where we offered branch staff the opportunity to participate. BCL provided monthly leadership development sessions where we talked about things such as leading people, leading change, supervising people, resolving conflicts. | https://pmc.ncbi.nlm.nih.gov/articles/PMC8506892/ | Leading Organizational Change: Improved Leadership Behaviors Among Public Health Leaders After Receiving Multirater Feedback and Coaching - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.42 | 0.818 | ["leadership", "management", "war_conflict"] | 416 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:13.070353 | [
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change, supervising people, resolving conflicts. We conducted a series of strategic direction meetings where we actually held management conversations with the staff in the branch and gave them an opportunity to engage in dialogue with senior management regarding various issues and concerns that they had within the branch. I also, as a part of the CaLI project, conducted 2 surveys to get feedback from project officers as well as team leaders on the professional development needs of the branch. | https://pmc.ncbi.nlm.nih.gov/articles/PMC8506892/ | Leading Organizational Change: Improved Leadership Behaviors Among Public Health Leaders After Receiving Multirater Feedback and Coaching - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.582 | 0.858 | ["management", "leadership", "strategy", "career", "war_conflict"] | 498 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:13.070401 | [
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the professional development needs of the branch. Flexibility Seventy-nine of the 94 (84%) respondents described how CaLI helped them adapt to new information or changing situations or unexpected obstacles. A branch chief and a team lead provided the following comments: “Well, I adapted my approach and I adapted the process to which I react. I tried to be less reactive. I changed my strategy and my approach to some of my interactions.” I had to adapt to a new day to day routine to successfully accomplish pr | https://pmc.ncbi.nlm.nih.gov/articles/PMC8506892/ | Leading Organizational Change: Improved Leadership Behaviors Among Public Health Leaders After Receiving Multirater Feedback and Coaching - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.59 | 0.874 | ["strategy", "management", "career", "philosophy"] | 512 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:13.070455 | [
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w day to day routine to successfully accomplish priorities in a shorter time frame. I had to learn to become more flexible and spread out the work, giving myself more time to achieve the same results. Resilience Seventy of the 94 (74%) elaborated on how CaLI influenced their ability to be more resilient in dealing with high-pressure situations and remain optimistic under adversity. Two team leads shared the following statements: “Coaching helped me figure out where I belong in the new organization structure | https://pmc.ncbi.nlm.nih.gov/articles/PMC8506892/ | Leading Organizational Change: Improved Leadership Behaviors Among Public Health Leaders After Receiving Multirater Feedback and Coaching - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.581 | 0.866 | ["management", "crisis", "economy"] | 512 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:13.070569 | [
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t where I belong in the new organization structure and how to manage up through guiding top-level decision making. Without CaLI, I would not have considered managing up.” My CaLI coach and I focused on one of the things that I am not great on—pushing change—we did talk a lot about dealing with my organizational unit, the people in it, their personalities and how I could do better with them. She helped me to be more resilient and stronger in dealing with a lot of strong personalities in my group. | https://pmc.ncbi.nlm.nih.gov/articles/PMC8506892/ | Leading Organizational Change: Improved Leadership Behaviors Among Public Health Leaders After Receiving Multirater Feedback and Coaching - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.607 | 0.88 | ["management", "decision_making"] | 500 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:13.070741 | [
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g with a lot of strong personalities in my group. External Awareness Many evaluation participants indicated that external awareness was a job-related task that was not influenced by CaLI participation. Twenty-six (28%) of the 94 respondents described experiences in which they stayed up to date on policies. Two team leads provided the following examples: We opened up more discussion in our team meetings to discuss how we work with others and how other agencies impact the work that we do. | https://pmc.ncbi.nlm.nih.gov/articles/PMC8506892/ | Leading Organizational Change: Improved Leadership Behaviors Among Public Health Leaders After Receiving Multirater Feedback and Coaching - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.557 | 0.86 | ["management", "war_conflict", "career"] | 491 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:13.070806 | [
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nd how other agencies impact the work that we do. It’s been a learning opportunity. Having better knowledge about what the partners do we are better able to streamline communication efforts. I know better who to contact as a result. I do feel like it has helped with our team meetings. We had new anti-lobbying guidance that [included] some restrictions around what partners of federal agencies could and could not do. | https://pmc.ncbi.nlm.nih.gov/articles/PMC8506892/ | Leading Organizational Change: Improved Leadership Behaviors Among Public Health Leaders After Receiving Multirater Feedback and Coaching - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.387 | 0.842 | ["education", "communication", "management"] | 418 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:13.070956 | [
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tners of federal agencies could and could not do. We conducted two webinars with our partners to help us specifically address what the policy meant in layman’s terms. It was incumbent on me and everyone else in [the division] to understand that so we could share it with our partners. That was probably the biggest policy piece at the national level and was a requirement of all federal agencies to adhere to that federal guidance. | https://pmc.ncbi.nlm.nih.gov/articles/PMC8506892/ | Leading Organizational Change: Improved Leadership Behaviors Among Public Health Leaders After Receiving Multirater Feedback and Coaching - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.308 | 0.85 | ["communication", "strategy"] | 431 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:13.071020 | [
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eral agencies to adhere to that federal guidance. Tools Used Based on OPM’s 5 Classes of Leadership Development Interventions and Learning Respondents discussed tools, resources, and activities provided during their CaLI experience that were helpful in implementing leading change strategies ( Table 5 ). Many of the tools, resources, and activities aligned with OPM’s 5 Classes of Leadership Development Interventions and Learning Model ( OPM, 2015 ). | https://pmc.ncbi.nlm.nih.gov/articles/PMC8506892/ | Leading Organizational Change: Improved Leadership Behaviors Among Public Health Leaders After Receiving Multirater Feedback and Coaching - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.617 | 0.834 | ["leadership", "education"] | 452 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:13.071077 | [
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t Interventions and Learning Model ( OPM, 2015 ). This Model comprised a range of leadership development activities for competencies within the OPM ECQs. The five classes of leader and leadership development interventions included instructor-led (e.g., degree programs, courses, seminars, workshops, case presentations and discussions, distance learning, passive computer-based instruction); experiential activities (e.g., on-the-job training, action learning, service learning, team projects, simulations and ga | https://pmc.ncbi.nlm.nih.gov/articles/PMC8506892/ | Leading Organizational Change: Improved Leadership Behaviors Among Public Health Leaders After Receiving Multirater Feedback and Coaching - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.627 | 0.678 | ["leadership", "education", "communication", "management", "career"] | 512 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:13.071135 | [
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ervice learning, team projects, simulations and games, scenario planning); developmental relationships (e.g., coaching, mentoring, networking, supervisor support, peer-to-peer learning partners, shadowing); assessments and feedback (e.g., self-assessments, assessment tools, developmental assessment centers; multisource and 360-degree feedback); and self-development (e.g., individual development plans, self-guided learning activities). | https://pmc.ncbi.nlm.nih.gov/articles/PMC8506892/ | Leading Organizational Change: Improved Leadership Behaviors Among Public Health Leaders After Receiving Multirater Feedback and Coaching - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.573 | 0.538 | ["networking", "education", "strategy", "management"] | 438 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:13.071193 | [
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