Managerial coaching behaviors in learning organizations

Ellinger, Andrea D.; Bostrom, Robert P.

doi:10.1108/02621719910300810

Cited by 225 publications

(228 citation statements)

References 42 publications

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“…A number of previous studies have noted management as an important component of the learning environment that develops in a workplace (Ellström, 2012;Ellström et al, 2008;Fuller and Unwin, 2004) and have found that under certain conditions, the manager can act as a facilitator of learning (Amy, 2008;Ellinger and Boström, 1999;Ellinger and Cseh, 2007;Wallo, 2008) by, for example, communicating with and engaging in problem solving and reflection on various issues with the staff. However, unlike the present study's focus on the significance of leadership in relation to learning outcomes from a training programme and the transfer of learning to the job, previous studies have focused mainly on leadership support for informal learning in everyday work or on the role of leaders in learning organisations.…”

Section: Main Conclusionmentioning

confidence: 99%

Learning outcomes of a work-based training programme

Ellström

2014

European Journal of Training and Development

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IntroductionThis article concerns the further education and training of care workers through a work-based vocational education and training (VET) programme. The purpose is to explore the extent to which first-line managers' (FLMs') attention to and support of the VET programme and the care workers' learning activities affected the learning outcomes of the programme and the transfer of learning to the work context. Previous research has provided ample evidence of the importance of managerial support for the learning outcomes of training and the positive transfer of learning to work situations (e.g., Aguinis and Kraiger, 2009;Baldwin and Ford, 1988;Blume et al., 2010;Burke and Hutchins, 2007;Elangovan and Karakowsky, 1999;Kim and Callahan, 2012). However, despite the widespread belief in the importance of managerial support for co-workers' learning, a point made by Baldwin and Ford (1988) remains relevant: our knowledge of what management support means in practice is lagging behind. Similar points have been made by later studies, such as Burke and Baldwin (1999) and Cheng and Hampson (2008). Both of these studies underlined the incompleteness of our knowledge of learning outcomes and the transfer of training. As argued in a recent article by Nijman and Gelissen (2011), not only the meaning and content of managerial support for learning but also the way in which managerial support influences learning outcomes from training remains unclear.As mentioned above, this study focuses on first-line managers (FLMs) in elder care-that is, managers who have a direct supervisory responsibility in relation to care workers.Furthermore, FLMs have an important role in relation to the implementation of organisational policies and strategies, including human resource management strategies. There are comparatively few studies of FLMs, particularly in public service organisations, such as elder care (Ekholm, 2012). As argued by Hutchinson and Purcell (2007), FLMs' activities and leadership are important in shaping the work environment and in influencing, among other 3 things, how demanding the job is, how much autonomy employees have on the job, and the sense of achievement that comes from doing the job. These factors are important elements of the workplace as a learning environment (Ellström et al., 2008;Fuller and Unwin, 2004), and, thereby, also important conditions for employees' learning and knowledge use.The training programme that was the focus of this study was conducted in elder care in a Swedish municipality as part of a national VET programme with the overall aim of increasing employee competence and the quality of elder care. The overall design of the programme was based on a combination of formal courses, supervision in the workplace, and learning in and In contrast to many previous studies, the focus was not on learning outcomes measured directly after the programme was formally concluded but rather on longer-term outcomes measured nearly one year after the program had formally ended. Previous ResearchAvailable research...

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Section: Main Conclusionmentioning

confidence: 99%

Learning outcomes of a work-based training programme

Ellström

2014

European Journal of Training and Development

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“…Instead, the mentor-protégé dyad generally forms a vertical relationship in which the mentor serves as a role model, offering advice and direction [11,68]. In coaching, direct supervisors of coachees or external expert consultants can become coaches, but the coach-coachee dyad aims at a horizontal and cooperative relationship to provide timely feedback for work performance.…”

Section: Managerial Coaching Mentoring and Organizational Commitmentmentioning

confidence: 99%

“…Managerial coaching (i.e., coaching leadership or manager-as-coach) is even more prevalent than the other types of coaching in South Korea [5,10]. Managerial coaching means that line managers facilitate their employees' learning as coach in order to encourage the development of a high-performance work environment [11,12]. More than ever, managers can develop their subordinates within the organization by constructing horizontal and cooperative relationships.…”

Section: Introductionmentioning

confidence: 99%

Exploratory Study Examining the Joint Impacts of Mentoring and Managerial Coaching on Organizational Commitment

Woo

2017

Sustainability

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A number of organizations have adopted coaching and mentoring interventions to discover and foster the potential capabilities of employees. These practices are seen as competitive drivers to cultivate innovation and creativity in turbulent business environments. However, the literature has not investigated the question of how coaching and mentoring are interrelated. By examining this connection, this study explores the joint effects of these practices on the organizational commitment of employees. The results from survey data of 247 employees, who were coachees as well as protégés at the same time, from 17 companies in South Korea suggested that mentoring moderates the positive relationship between managerial coaching and organizational commitment. In addition, the moderating effects also depended on the extent of the homogeneity of their coach and mentor. The positive relationship between managerial coaching and organizational commitment strongly increased with conditions of higher mentoring and lower homogeneity of coach and mentor. Conversely, the relationship became negative when both mentoring practice and the homogeneity of coach and mentor were low. These results could provide practical implications to organizations that are concurrently adopting both coaching and mentoring programs by helping managers to better understand their joint effects.

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“…Regarding the supporter role, it is possible to see similar patterns in studies within the descriptive approach and the normative leadership approach. Several studies describe leadership as oriented towards encouragement, caring and support (Bass, 2000;Beattie, 2006;Ellinger & Bostrom, 1999). The educator role is also found in previous studies.…”

Section: Discussionmentioning

confidence: 68%

Learning-Oriented Leadership: Managers as Facilitators of Human Resource Development in Daily Work

Wallo¹

2017

IJHRDPPR

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The aim of this article is to provide theoretical and empirical insights concerning the role of managers in facilitating their employees' learning and development at work. The empirical basis of the article is two case studies of industrial companies in which managers were interviewed and observed. The results indicate that managers use combinations of different activities (planned, partially planned and spontaneous) and roles (the supporter, the educator and the confronter) to facilitate learning in different situations. Depending on the combination of activities, roles and the learning to be facilitated, two types of learning-oriented leadership emerge. The main type, performance-oriented leadership, is intended to facilitate adaptive learning. The less prominent type, development-oriented leadership, is intended to facilitate developmental learning. By illustrating learning-oriented leadership in daily work, the findings contradict the romantic notion that leadership for learning is charismatic and transformational.

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Managerial coaching behaviors in learning organizations

Cited by 225 publications

References 42 publications

Learning outcomes of a work-based training programme

Learning outcomes of a work-based training programme

Exploratory Study Examining the Joint Impacts of Mentoring and Managerial Coaching on Organizational Commitment

Learning-Oriented Leadership: Managers as Facilitators of Human Resource Development in Daily Work

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