Exploring learning outcomes for managers who coach

Abstract

Purpose As a part of a larger study, the purpose of this study is to explore the learning outcomes for the “manager as coach” when exemplary managers are engaged in coaching their respective employees. Design/methodology/approach A qualitative, multi-case study using an adaptation of the critical incident technique and semistructured interviews was employed with 12 managers and their respective direct reports totaling 24 interviews. Content and constant comparative analyses were used to analyze the data. Findings A total of five themes and 19 subthemes were identified regarding managers’ learning outcomes from managers’ perspectives. From the perspectives of their employees as coachees regarding their managers’ learning outcomes, one theme with three subthemes emerged. Originality/value Limited empirical research has explored the developmental outcomes for managers who serve as coaches for their employees. This study examined the outcomes associated with managerial coaching from both the perspectives of the managers who coach and their direct reports. The findings of this research provide more insight into the benefits managers derive from coaching their employees.

The practice of manager as coach (MAC): Unequal power relations and their effect on feelings toward the organization

“…Some of them were satisfied while others were unsatisfied (and sometimes even extremely so). The satisfaction of the coaches and of some of the coachees is well explained by scholars such as Kim et al (2013) and Adele et al (2022), who indicated the advantages of the coaching process. Moreover, the coachee dissatisfaction that was found in the current study does not contradict these advantages because reasons such as being coached by inadequate coaches who lack managerial skills or lack of perceived organizational support may explain their negative emotional responses (Carrell et al, 2021).…”

“…As noted, a leading theory that addresses power relationships between managers and subordinates is the LMX theory (Graen & Cashman, 1975). LMX theory stems from the “Social Exchange theory” (Cropanzano & Mitchell, 2005), which was used as a theoretical lens for studying the MAC phenomenon (Adele et al, 2022; Kim & Kuo, 2015). LMX has the same principles as Social Exchange theory but is concerned with the relationship between managers and subordinates and focuses on power relations.…”

“…Many studies that have explored the relationships between managers who serve as coaches and their subordinates (Adele et al, 2022; Carrell et al, 2021; Kim & Kuo, 2015; McCarthy & Milner, 2013; Milner et al, 2018) point to the positive value of the MAC process (Adele et al, 2022) in improving learning outcomes (Lyons & Bandura, 2022), helping managers adjust their organizational culture to the MAC process (Milner et al, 2020), and enhancing employee performance and work attitudes (Kim et al, 2013).…”

“…Graham et al (1994) noted that the MAC practice is a popular tool for managers in organizations, and Ali and Aziz (2018) confirmed that its popularity is growing, especially in the Western world. The perceptions toward the MAC practice in organizations are usually positive (Ladyshewsky, 2010); it is cheap, simple and can strengthen the relationship between managers and subordinates (Parsloe, 1999), as well as contribute to the personal and organizational development of coaches (Adele et al, 2022) and foster job engagement among their subordinates (Carrell et al, 2021). However, it also has many known limitations and pitfalls (Tabarovsky, 2015) due to the power gap between the coaches and the coachees (Ladyshewsky, 2010).…”

Managerial coaches’ enacted behaviors and the beliefs that guide them: perspectives from managers and their coachees

“…A growing base of research examining the efficacy of this type of coaching for employees suggests that employees who are coached receive many positive benefits that include learning, development, and enhanced performance (Hagen, 2012;Lawrence, 2017;Ellinger et al, 2018). Much less is known about the benefits that managers may derive from coaching, and another important void in the existing literature pertains to managers' beliefs about coaching -in essence, why managers coach (Ellinger et al, 2018;Carvalho et al, 2022;Adele et al, 2023). Beliefs often represent assumptions that managers make, and terms like mental models, worldviews, and mindsets are often used interchangeably.…”