„‚ CONDITIONS THAT HINDER EFFECTIVE COMMUNICATION

❚❘
ATTRIBUTION THEORY: APPLICATIONS TO THE
MANAGERIAL COACHING PROCESS
J. Craig VanHouten
Abstract: Bernard Weiner’s (1986) attributional theory of motivation and emotion is rich in
potential applications to the human resource development (HRD) field. This article outlines its
major premises and its possible applications to the managerial coaching process.
Success and failure usually are attributed to causes, such as ability, effort, luck, and task
difficulty. There are three dimensions of achievement-related attribution: locus (internal/external),
stability (stable/unstable), and controllability (controllable/uncontrollable). Some attributions are
more advantageous than others because they increase the expectation of success at similar tasks in
the future. Other attributions are disadvantageous because they increase the expectation of failure
at similar tasks in the future.
Managers and employees give cues about their attributions and the effects that these have on
their motivations and emotions (i.e., by demonstrating pride, anger, pity, guilt, or shame).
Managers who learn to recognize such cues can improve their own attributions and those of their
employees and, thus, can more effectively coach employees to improve performance.
You have just walked out of a meeting with your organization’s executives in which you
presented a proposal for a major training program. You prepared more for this
presentation than ever before becausse you think this training is greatly needed at this
time. However, not only did the executives say no, they seemed totally unimpressed
with the training proposed, which means a long delay before it can be proposed again.
Whether you are aware of it or not, you are about to ask yourself, “Why did I fail?”
Again, whether you are aware of it or not, how you answer that question may have a
tremendous impact on your future success.
Success comes easily at times, but for most of us, successfully reaching our most
important goals requires motivation, confidence, and persistence. These are particularly
important when the challenge is great or when we fail initially. When we succeed or fail
in an attempt to accomplish something important to us, we will usually ask ourselves,
“Why did I succeed?” or “Why did I fail?” The answer will determine, to a large extent,
our future success at achieving this objective and other related objectives because the
answer helps to shape our perceptions of our ability. These perceptions then affect what
we attempt and how we react if we attempt something and either succeed or fail. How
the “Why?” question is answered is part of what allows some people to be successful
while others fail again or even fail to try.
To return to the example at the beginning of this article, the answer may be: “These
people only care about this quarter’s profits; they will never spend a dime to invest in
Originally published in The 1996 Annual: Volume 1, Training by J.William Pfeiffer (Ed.), San Diego, CA: Pfeiffer & Company.
The Pfeiffer Library Volume 6, 2nd Edition. Copyright ©1998 Jossey-Bass/Pfeiffer ❚❘ 293