Motivational Coaching to Enhance Group Cohesiveness of Employee

Company X Duri Pekanbaru: Experimental Studies

Widiantoro Didik, Nughoro Sigit, and Arief Yanwar

Faculty of Psychology, Islamic University of Riau, Indonesia

Keywords: Motivational Coaching, Group Cohesiveness, Employees.

Abstract: This study aims to determine the effect of coaching motivational to improve group cohesiveness in

employees. Subjects in this study were 22 employees of Company X Duri Pekanbaru divided into 11

employees of experimental group and 11 employees of the control group. Data collection is done by using

cohesiveness scale, interview, and observation. The research design used was pretest-posttest control group

design. The research analysis used is quantitative and qualitative analysis. Quantitative analysis using U-

Mann Whitney to determine the effect of coaching motivation on group cohesiveness in employees.

Qualitative analysis is done based on observation and interview. The results showed that there were

significant differences in group cohesiveness in employees between the experimental group and the control

group with significant value of 0.002 (p <0.005). It is concluded that motivational coaching can enhance

group cohesiveness in employees PT X Duri Pekanbaru.

1 INTRODUCTION

Company X is one of the companies providing oil

and petroleum drilling services with mainland rig

specialists established since 2001. As a company

that provides services to User, X company is

required to be able to provide services as expected

by the users. This is because Company X is not

running alone, many other companies are growing

with them. This of course raises a very tight

competition. Company X is a company that always

complies with every law on safety, health and the

work environment. It becomes the advantage of

other companies. In addition, Company X always

has hope for every employee to always have a strong

commitment to excellence. Joint involvement

becomes an important part of serving customers

well.

Based on the results of initial interviews with

Company HRD manager X it is known that there are

some problems to be solved. The first problem lies

in the morale of employees, there are still many

employees who work less spirit and work only with

just that. So that in a small working group, still

cannot find cohesiveness in the work team. As is the

case in employment, small group members still

throw the responsibilities that the team should solve.

So, the group lacks the cohesiveness in completing

the task.

The next problem is obtained from Dept X, HRD

manager got information that there are some

members of Dept X who do not do their job

according to task and responsibility. HRD managers

said that often members of Dept X did not work

according to their responsibilities. Members of Dept

X work alone and disregard the main purpose of

their group. As fellow team members, they should

work in unity and jointly solve existing problems

together. However, from the data obtained did not

find that it should be a joint team work assignment.

According to Gordon (1990) explained that the

low cohesiveness in the group caused by several

factors, among others is the low level of intensity

communicate group members. A group whose

members rarely communicate with each other will

not show cohesiveness as well as groups that have

high levels of communication among members. In

between the interacting parties interact with each

other's communication skills to reach mutual

agreement. So, it can be said that in the process of

creating group cohesiveness there are elements of

motivational coaching built between the two sides.

According to Cummings and Worley (2005),

coaching is an attempt to improve the ability of

individuals in achieving goals, improve

Widiantoro, D., Nughoro, S. and Arief, Y.

Motivational Coaching to Enhance Group Cohesiveness of Employee Company X Dur i Pekanbaru: Experimental Studies.

DOI: 10.5220/0008589903910396

In Proceedings of the 3rd International Conference on Psychology in Health, Educational, Social, and Organizational Settings (ICP-HESOS 2018) - Improving Mental Health and Harmony in

Global Community, pages 391-396

ISBN: 978-989-758-435-0

391

interpersonal skills, resolve conflicts. In addition,

coaching is also a short intervention that aims to

improve employee performance and improve a

certain competence.

Thus, training that focuses on motivating ability

is one of the strategies that can increase team

effectiveness in teams. The ability to motivate is an

orientation towards individual and group

relationships where the relationship is seen as

something more permanent and centralized.

Motivational coaching training is also expected to

develop the capabilities of the employees in order to

work according to prevailing norms. With the

creation of motivation among group members can

increase cohesiveness group in the team, so that

group goals are achieved as expected and corporate

profits can also increase. Based on this background

the author is interested to conduct research entitled:

"Motivational Coaching to Enhance Group

Cohesiveness PT X Duri Pekanbaru (Experimental

Studies)".

Hypothesis proposed in this research is

motivational coaching training can increase

cohesiveness of employee group. Group

cohesiveness will increase after training in

motivational coaching.

2 METHODS

2.1 Research Respondents

This study involved 22 hotel employees, 11

employees were acting as experimental group and 11

employees were acting as control group. The

experimental design can be described in the

following table:

(KE) O1 X O2 Follow up

(KK) O1 O2 Follow up

Untreated Control Group Design with Pretest and Posttest

Source: Shadish, Coock & Campble (2002)

KE : Experiment group

KK : Control group

O1 : Measurement of pretest

O2 : Measurement of posttest

X : Motivational coaching

2.2 Measurement

Data collection methods used in this study with the

following steps:

2.2.1 Scale Arrangement

The scale used in this research is group cohesiveness

scale. The group cohesiveness scale aims to measure

group cohesiveness in Company X employees. This

scale is designed based on the group cohesiveness

dimensions proposed by Forsyth (2006) in four

dimensions: social forces, group unity, attractiveness

and teamwork. The grid on the instrument of the

group cohesiveness tool is described in Table 1

which consists of 20 statement items.

The scaling model used in this research is using

the summated rating method model that is the

partition requested to choose one of the answers

according to the condition of the partition. The

answer alternatives consist of a very suitable (SS),

appropriate (S), somewhat appropriate (AS), neutral

(N), somewhat unsuitable (ATS), inappropriate

(TS), and highly inappropriate (STS).

2.2.2 Scale Trial

Implementation of the group cohesiveness scale test

in this study will be given to Company Y employees

who have the same character as the research

partition. This scale will be disseminated to 30

respondents.

2.2.3 Validity Test

In this study, researchers used the acceptance level

with a correlation coefficient of at least 0.30. This

view is based on the assumption that all items that

achieve a correlation coefficient of at least 0.30 are

considered satisfactory (Azwar, 2012).

2.2.4 Test Reliability

On the scale of cohesiveness got the coefficient of

aitem validity score of 0.929. Reliability is

expressed by the reliability coefficients whose

numbers are in the range from 0 to 1.00. The higher

the reliability coefficient close to 1.00 means the

higher the reliability. Conversely, the lower

coefficient is close to 0, meaning the lower the

reliability (Azwar, 2011).

2.3 Intervention

Training on motivational coaching is a procedure

that uses cognitive strategy of conduct that directs

individuals to improve the spirit of the individual in

working in daily life and work, so that it can assist

all related work affairs among colleagues,

subordinates, and superiors.

ICP-HESOS 2018 - International Conference on Psychology in Health, Educational, Social, and Organizational Settings

392

The training of motivational coaching is

conducted in 8 sessions for 1 day consist of:

a. The first session is an opening to create an

atmosphere of fluidity between participants,

trainers and facilitators as well as building

intimacy, cooperation, openness, and mutual

trust between participants and facilitators

b. The second session is "Be Proactive", the session

aims to give an understanding of the importance

of being a pro-active worker.

c. The third session is "Begin with The End in

Mind", this session aims to get the participants to

start everything from the final result.

d. The fourth session is "First thing first", this

session aims to invite participants to know the

importance of working always put the first thing

first.

e. The fifth session is "Think win-win", this session

aims to invite participants to know how we can

think of winning together.

f. The sixth session is "Seek first to understand",

this session aims to invite participants to know

the importance of knowing yourself first can

understand others.

g. The sixth session is "Synergize", this session

aims to encourage participants to recognize the

importance of synergizing with others and teams.

h. The sixth session is "Sharpen the saw", this

session aims to invite participants to recognize

the importance of self-training to develop every

ability.

i. The eighth session is Closing and Evaluation,

this session aims to Determine the effect of

training obtained by participants after training

and close training activities.

3 RESULT

3.1 Description of Statistics

This study involved three measurements, i.e. first

measurement before treatment (pretest), second

measurement after treatment (posttest) and third

measurement after the second measurement (follow-

up). The measurements were subjected to all

subjects, both experimental and control groups. Data

obtained from the results of further measurements

are further analyzed to obtain description of research

data in the form of hypothetical scores and empirical

score.

3.2 Test Assumptions

3.2.1 Normality Test

Normality test aims to see whether or not normal

distribution of data to be analyzed (Zuriah, 2006).

Analysis is done by looking at the level of

significance (p) obtained. A data distribution is said

to have normal distribution if it has a significance

level of> 0.05. The table 1 is the result of normality

test of data pretest, posttest, and follow-up on

experimental group and control group that obtained:

Table 1: the result of normality test of data pretest,

posttest, and follow-up

Data

Score

KS-Z

p Category

Pretest KE

0.522

0.683

0.992

0.638

Normal

Posttest KE

0.503

0.603

0.955

0.866

Normal

FollowU

KE 0.326 1.000 Normal

0.500 0.857 Normal

Thus, it can be concluded that all research data,

i.e. data pretest, posttest, and follow-up of the

experimental group or control group in this study

have a distribution of normal data distribution,

which means that the data can represent the actual

population.

3.2.2 Homogeneity Test

The homogeneity test results showed that the

significance level (p) = 0.420 (p> 0.05) with Levene

Statistic value of 1.108. This means that the subjects

of both groups involved in the study were

homogeneous (equal or equivalent).

3.2.3 Hypothesis Testing

Hypothesis testing in this study used a test

analysis of nonparametric Mann-Whitney Test. This

analysis is used to determine the effect of

motivational coaching on the increase of group

cohesiveness to employees before and after

treatment.

a. Different Test Pretest Experimental groups

and control groups

The first analysis was conducted by examining

pretest differences in the experimental and control

groups. Testing is done using Mann-Whiney Test.

The results of different test calculations in the

experimental group and the control group obtained Z

Motivational Coaching to Enhance Group Cohesiveness of Employee Company X Duri Pekanbaru: Experimental Studies

393

= -0.922 and the score p = 0.421 so p> 0.05. Based

on the Mann-Whitney test analysis it is known that

there is no significant difference of employee skill in

the experimental and control group before the

training of motivational coaching is held. This

means that group cohesiveness in the experimental

and control groups before motivational coaching

training is no different.

b. Test different posttest experiment and control

group

The result of analysis on post experiment group

and control group scores, it can be seen that the

value of Z being processed is -3.154 with

significance level of 0.002 (p <0.05). The results

show that there is a significant difference between

the experimental group and the control group at the

time of posttest. In other words, there was a

significant group cohesiveness difference between

the experimental group and the control group after

the treatment of motivational coaching.

c. Results of follow-up experimental and control

group follow-up

The results of analysis of follow-up scores of the

experimental group and the control group, it can be

seen that the value of Z being processed is -2.345

with a significance level of 0.014 (p <0.05). The

results show that there are significant differences in

scores between the experimental group and the

control group at the time of follow-up. In other

words, there was a significant group cohesiveness

difference between the experimental group and the

control group at the time of follow-up.

The table 2 is the result of preview, posttest, and

follow-up scores between the experimental and

control groups:

Table 2: the result of preview, posttest, and follow-up

Grou

Z Si

. Info

Experiment

Control Pretest

-0.922 0.421

Not

Significant

Experiment

Control Posttest

-3.154 0.002 Significant

Experiment

Control Follow

-2.345 0.014 Significant

Based on the result of different test of Mann-

Whitney U Test conducted between the

experimental group and the control group during

pretest, posttest, and follow-up, it can be concluded

that the research hypothesis stating that there is

influence of motivational coaching training to

improve group cohesiveness in Company X

employees is accepted. The provided motivational

coaching training proved able to increase the group's

cohesiveness to employees.

4 DISCUSSION

The main problem in this research is whether

motivational coaching can improve group

cohesiveness in employees. Hypothesis in this

research is the influence of motivational coaching

training to improve group cohesiveness in

employees. Research participants who have

followed the treatment in the form of motivational

coaching training will increase their group

cohesiveness. Based on the data analysis, it is known

that the experimental group experienced an increase

of cohesiveness after participating in motivational

coaching training. Seen from the score of

significance value that is p = 0.002 which means p

<0.05 so there is a significant difference between the

experimental group and the control group where

there is increased cohesiveness in the employees

before following and after training. Thus, it can be

concluded that the research hypothesis which states

there is influence of motivational coaching training

on group cohesiveness in Company X employees is

accepted.

The results of this study are in line with the

research that has been done by Bachroni (2011) that

the group cohesiveness changes in employees

caused by the formation of a good team with

understanding every employee knows the goals

together and realize the importance of the team in

achieving the group. Similarly, in Sugadhi's (2014)

study that team building can increase group

cohesiveness in employees. Providing an

understanding of team building material is a process

of increasing cohesiveness in groups.

This training uses five learning concepts to make

the learning process effective: motivation,

reinforcement, knowledge of results, active practice

and learning through experiencing learning, and

transfer from training (Munandar, 2011). The design

of this training uses learning activities through

experience, which is a way of learning through self-

experience and then modify it to improve its

effectiveness in positive treatment. The purpose of

learning through experience is to influence the

individual in three ways, namely changing the

cognitive structure of the participants, modifying the

nature of participants, and developing behavioral

skill participants.

According to the evaluation results, participants'

knowledge training changes from before the training

ICP-HESOS 2018 - International Conference on Psychology in Health, Educational, Social, and Organizational Settings

394

and after the training of motivational coaching. The

scores of the knowledge evaluation scores were

averaged before the training of 73,505 and the

knowledge evaluation score increased to 97,300.

Munandar (2011) said that often participants who

attended the training program did not successfully

apply the results of the training to real work

situations. To overcome this, the same elements

between the real situation and the training situation

are sought. In the training program there can also be

a joint discussion of what participants will

experience if the participants' knowledge, skills and

attitudes learned in the training are applied in real-

life situations. It is hoped that what participants learn

can be useful in real work.

Participants in the experimental group have been

able to apply some training materials in their daily

life, especially in the workplace. This is supported

by the results of a short interview with some

participants two weeks after participating in

motivational coaching training. Participant H

showed that the changes felt after the training were

to be more open in the work and the spirit of helping

each other work on co-workers. H also said there are

some colleagues are more able to accept the

shortcomings and advantages of colleagues, who

initially still cannot trust each other in the work.

This is very useful in achieving job success.

From the results of discussions conducted after

the training was given, some employees expressed

the benefits of this training. one of them is the

importance of working together always synergizing

with one another to improve teamwork. Other things

were also expressed through discussion, workers

gained new thoughts and enthusiasm to increase

morale in the group.

It can be concluded that the training of

motivational coaching can be understood in

knowledge and can change the behavior of

participants. This is due to the influence of

experiential factors that have been previously given

during the training. Breckler and Wiggins (Azwar,

2008) mentioned that attitudes gained from

experience will have a direct impact on subsequent

behavior. The immediate effect is more predisposing

to behavior that will be realized only if conditions

and situations permit (Azwar, 2008).

The results of this study indicate that

motivational coaching training can improve group

cohesiveness in Company X employees. However,

this research still has some limitations that threaten

the validity of both internal and external validity

research. Taking data on a scale may threaten the

instrumentation factor. The scaling process allows

participants to fill it with good tendency responses,

social desirability, subjective response, and can be

affected by mood, conditions, and circumstances

(Azwar, 2005). Therefore, taking data using a scale

that is not accompanied by interviews and further

observations may reduce the validity of the research

results.

5 CONCLUSION

Based on the results of data analysis and discussion

conducted in this study, it can be concluded that the

training of motivational coaching can increase group

cohesiveness in employees of Company X. In the

training evaluation that the participants' knowledge

in the experimental group changed as a result of the

training of motivational coaching, group participants

experiments have increased knowledge related to

motivational coaching.

5.1 Suggestion

The results of this study can be taken into

consideration for the company that wants to increase

the cohesiveness for its employees. The principles in

motivational coaching training can be applied in the

process of discussion and practice. Furthermore, it

can be measured with a relatively longer period.

This is because there are some individuals who need

a long time to internalize the behavior gained from

the training.

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