Manager in coaching role and reciprocal learning

2022

JWAM

PurposeThe essay is practitioner-focused with manager-as-coach applying experiential learning to aid an employee's learning and improve performance as well as helping to build employee commitment to job and organization. Reciprocity is intended as the learning and commitment of both the employee and manager are enhanced.Design/methodology/approachAs a conceptual, not empirical, paper, the present study aimed at guiding manager behavior the methodology aims to examine the areas of manager-as-coach, efficacy of coaching, theoretical grounding of employee commitment and experiential learning processes. Study and coordination of information in these areas provided support for a detailed action plan for practical application.FindingsIt is possible to create for manager use a research results driven practical guide/action plan. The guide incorporates manager skills and commitment theory (investment) along with an experiential learning approach aimed at improving employee growth and building commitment.Practical implicationsThere is clear evidence in empirical research that finds employee commitment positively related to work performance, job engagement and job retention. This essay aims at application of investment theory to build commitment as it is based on actual inputs and efforts of the employee.Originality/valueThere is very little research currently available that directly addresses manager-as-coach deliberately working to increase or build employee commitment to job, organization or the manager her/himself. This essay aims directly at how commitment may be enhanced.

Section: Implications For Researchmentioning

confidence: 99%

“…Commitment is an important construct and little has been written regarding how a managerial coach may function to increase employee commitment. As will be explained later, commitment is an important component of employee retention (Lyons and Bandura, 2022). Retention of qualified, productive employees is critical in today's organizations.…”

Section: Purposementioning

confidence: 99%

Coaching to build commitment for generating performance improvement

2022

JWAM

“…Combining coaching and instruction means that the manager, working with the employee, is to provide structure, focus per some issue/matter needing attention; often a performance issue. Then, some guidance and direction is usually provided per goal setting, creation of an action plan, obtaining and analyzing feedback followed by adjustments in strategy and/or behavior (Cox et al , 2014; Lyons and Bandura, 2021a, 2021b; Lyons and Bandura, 2018).…”

Section: Literature Reviewmentioning

confidence: 99%

Manager-as-coach and use of scenistic tools for instruction

2022

EJTD

Purpose The purpose of this essay is the provision of a conceptual approach for a manager-as-coach to use for instructional purposes with an employee. Using scenistic materials (cases, incidents, stories), the aim of the essay is to assist the practitioner apply a practical and relatively adaptable instructional approach. While it is intended for application with a single employee, the approach, with modifications, may be used in a small group environment. Design/methodology/approach The methodology was directed to the study of manager-as-coach, application of a class of instructional tools, theories of constructivism and situated cognition and the joint (manager–employee) implementation of an action guide aimed at learning and performance improvement. Review and coordination of these areas resulted in a detailed guide for action. Findings Use of scenistic materials for instructional purposes adds to the repertoire of tools for a manager desiring to act in a coaching capacity. A step-by-step program of activities is offered for practical application. Created for experimentation and use is a research result-driven practical guide/action plan. Practical implications The design of the approach expressed requires the manager-as-coach to prepare for instruction and participate in it to the extent that the manager likely contributes to her/his own knowledge and skills in the areas under study. The step-by-step design not only guides the instructional process, it demands that the participants are fully engaged in creating new knowledge, assumptions and examples of practical implementation of what has been learned. Originality/value Currently, there is little information or research available to guide a manager in a coaching capacity in the use of situation-based (scenistic) instructional materials. The approach offered in this essay not only considers employee knowledge apprehension but also aims at performance3 improvement in a particular context. Additionally, the approach presented requires dialog, negotiation and focused application, all of which may help the participants improve the quality of their relationship.

“…Depending on the target of the action guide efforts, the employee is expected to know more about the job/organization, critical skills, work demands and processes, customer needs and expectations and so on. The manager is expected to know more about communicating critical information, improving the scheduling and provision of feedback to the employee, helping to create interest and improvement in work motivation and recognizing employee effort and achievement (Lyons and Bandura, 2021). The three objectives represent a learning orientation (Heslin et al, 2020) based on the growth mindset (Dweck, 2016) which is focused upon learning, change, personal growth and improvement for the two participants (Heslin and Keating, 2017).…”

Section: Action Learning Introductionmentioning

confidence: 99%

“…The model is labeled reciprocal action learning (or RAL) and is grounded on theory, research and concepts that combine to provide tactical information regarding reciprocal learning. This topic has not received much attention in management or organizational psychology literatures (Lyons and Bandura, 2022) although in recent years there has been much interest given to various forms of workplace learning (Lecat et al , 2018; Holmgren and Sjoberg, 2022).…”

Section: Introductionmentioning

confidence: 99%

Reciprocal action learning: manager and employee development

2023

JWL

Self Cite

Purpose The purpose of this paper is the presentation of a learning model for a manager and employee working collaboratively to make advances in knowledge, skills, work performance and in the quality of their relationship. The model is called reciprocal action learning. Design/methodology/approach The approach was to examine concepts and research that could be linked to reciprocal learning. Desired, ultimately, was creation of a proposal that put forth an explanation of manager–employee learning and a means for placing the effort into practice. Theories and concepts are identified in support of the learning approach and its functioning. Action or experiential learning was identified as the vehicle for implementation. Findings Substantive, supportive information was identified in the expression of a practical action plan for a manager to use to spring reciprocal learning to life. Practical implications The action plan set forth can serve as a model or template for a manager, particularly those managers with little experience in guiding employee learning. Initial use of the concepts and action plan could be regarded as an experiment and could set the stage for additional, more informed efforts at reciprocal learning. Originality/value While much empirical and other research addresses employee learning and management/manager learning, there is very little research or material available regarding how a manager and an employee can directly learn together in working on an issue (problem, change, improvement, etc.) in a collaborative fashion that embraces equality.