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Article
Publication date: 5 February 2018

Makoto Matsuo

The purpose of this paper is to examine the mediating role of team and individual reflexivity in linking managerial coaching with individual learning.

Abstract

Purpose

The purpose of this paper is to examine the mediating role of team and individual reflexivity in linking managerial coaching with individual learning.

Design/methodology/approach

Data obtained from 506 individuals in 98 engineering teams in the automobile and electronic industries were used to investigate specific hypotheses.

Findings

The results indicated that managerial coaching directly influenced team learning and individual learning, team reflexivity acted as substantial mediator for the relationship between managerial coaching and team learning, as well as the relationship between managerial coaching and individual reflexivity and team reflexivity and individual reflexivity co-acted each other as mediators for the relationship between managerial coaching and individual learning.

Research limitations/implications

As the subjects of this study were engineering teams in which tasks are interdependent, there is a possibility that the task trait may have affected the results.

Practical implications

Managers should recognize the importance of collectively reflective activities in promoting both individual and team learning. Facilitating coaching skills are indispensable to enhance reflexivity within teams.

Originality/value

This study extends prior research by demonstrating the mediating role of team and individual reflexivity as mediators in linking managerial coaching to team and individual learning, which has never been investigated in previous studies.

Details

Personnel Review, vol. 47 no. 1
Type: Research Article
ISSN: 0048-3486

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Article
Publication date: 1 February 1993

Gordon Wills

Posits that every enterprise must institutionalize its workplacelearning systems and opportunities in such a way that it radiates whatit has already achieved and from this…

Abstract

Posits that every enterprise must institutionalize its workplace learning systems and opportunities in such a way that it radiates what it has already achieved and from this moves on to realize its full potential – in short, the enterprise itself is the key. Examines in successive chapters: the individual manager and questioning insights (Q); the major systems which the enterprise uses to capture and structure its learning; a SWOT analysis of the enterprise′s total learning; action learning, its contribution to the achievement of enterprise growth, and the role of programmed knowledge (P); the Enterprise School of Management (ESM) as a phoenix of enlightenment and effectiveness rising from the ashes of traditional, less effective management training initiatives; and, finally, the practical realization of the action learning dream, as evidenced by emerging examples of successful and profitable implementation worldwide. Concludes with a selection of pertinent abstracts.

Details

Journal of Management Development, vol. 12 no. 2
Type: Research Article
ISSN: 0262-1711

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Article
Publication date: 30 December 2020

Sohee Park, Gary N. McLean and Baiyin Yang

Managerial coaching has been popularized as a way of motivating, developing and retaining employees in organizations. Yet, there has been a lack of empirical studies to…

Abstract

Purpose

Managerial coaching has been popularized as a way of motivating, developing and retaining employees in organizations. Yet, there has been a lack of empirical studies to examine the linkage between managerial coaching and its potential impact on employees. This study aims to investigate the interrelationships among managerial coaching, employees’ personal learning and organizational commitment. This study also attempts to revise an existing instrument for measuring coaching skills in organizations created by McLean et al. (2005) to assess managers’ coaching skills.

Design/methodology/approach

Data analyzes were based on 187 employees of a top global technology organization headquartered in the USA. The existing instrument for measuring coaching skills was revised and confirmed through a series of efforts including expert reviews, pilot tests and assessing its reliability and validity. Structural equation modeling was used to examine the relationships among managerial coaching skills and employees’ personal learning and organizational commitment.

Findings

This study identified five dimensions of managerial coaching skills and validated the revised instrument measuring coaching skills in organizations. It also demonstrated that managers’ utilization of managerial coaching skills had a direct effect on employees’ learning and organizational commitment and impacted employees’ organizational commitment through personal learning.

Originality/value

This study examined the interrelationships among managerial coaching and employees’ personal learning and organizational commitment in organizations. In doing so, this study unveiled the process of how managers’ coaching affects employees’ development and attitudes at work. This study also identified five coaching skills as a tool to assess the level of managerial coaching.

Details

European Journal of Training and Development, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2046-9012

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Article
Publication date: 4 September 2020

Andrea D. Ellinger and Alexander E. Ellinger

The purpose of this paper and the contribution to this Special Issue is to build on Kim and Watkins’ (2018) recent finding that “leaders mentor and coach those they lead”…

Abstract

Purpose

The purpose of this paper and the contribution to this Special Issue is to build on Kim and Watkins’ (2018) recent finding that “leaders mentor and coach those they lead” is the item in the Dimensions of the Learning Organization Questionnaire (DLOQ©) that is most highly correlated with performance. Given the criticality of providing strategic leadership for learning and, more specifically, the consistent associations between leaders who mentor and coach and work-related performance outcomes, a better understanding of the associations between the learning organization concept and managerial coaching is warranted. Watkins and Kim (2018, p. 22) contend that “future directions for learning organization research include a search for the elusive interventions that would create a learning organization.” In response to this call for research, a research agenda for assessing managerial coaching as a learning organization (LO) intervention is proposed.

Design/methodology/approach

This conceptual paper briefly reviews literature on the learning organization and the DLOQ© instrument, followed by a more in-depth review of the managerial coaching literature and suggestions for how future research could be conducted that more closely integrates these two concepts.

Findings

Existing literature suggests that “provide strategic leadership for learning”, a dimension in the DLOQ, is one of the most pivotal dimensions for creating learning cultures that build learning organizations. Specifically, an item within this dimension, “leaders who mentor and coach” has been recently identified as one of the most critical aspects associated with strategic leadership for learning.

Originality/value

The extant managerial coaching literature offers a solid foundation for more closely integrating and mainstreaming the developmental intervention of managerial coaching into learning organizations. Directions for future research that identifies fine-grained perspectives of the discrete facets of managerial coaching in learning organization contexts are suggested.

Details

The Learning Organization, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 0969-6474

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Article
Publication date: 14 August 2017

Donghan Wang, Hai Guo and Lu Liu

The purpose of this paper is to address the following question: how managerial ties impact firm business model innovation (BMI) in the context of transition economies.

Abstract

Purpose

The purpose of this paper is to address the following question: how managerial ties impact firm business model innovation (BMI) in the context of transition economies.

Design/methodology/approach

The authors present a conceptual model that links managerial ties, organizational learning (explorative and exploitative learning), opportunity recognition and BMI together.

Findings

This study finds that managerial ties take effect through two paths: one direct path and one indirect path. First, managerial ties can impact BMI directly through exploitative and explorative learning. Second, managerial ties can impact BMI indirectly through explorative learning and opportunity recognition.

Practical implications

First, firm managers from transition economies should learn to reinvent their business models by taking full advantage of managerial ties. Second, firm managers should take appropriate actions to transfer managerial ties into BMI.

Originality/value

This study contributes to existing literature in two major ways. First, this study enriches literature on the antecedents to BMI from a social network perspective. Second, this study opens the “black box” between managerial ties and BMI in the context of transition economies.

Details

Journal of Organizational Change Management, vol. 30 no. 5
Type: Research Article
ISSN: 0953-4814

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Article
Publication date: 6 November 2020

Nimruji Jammulamadaka

The purpose of this paper is to examine the role of capacity building in reverse mentoring as an enabling routine in bringing about changes in cognitions and capabilities…

Abstract

Purpose

The purpose of this paper is to examine the role of capacity building in reverse mentoring as an enabling routine in bringing about changes in cognitions and capabilities for strategy formulation/implementation and organisational change.

Design/methodology/approach

This paper is based on an action research case study of a reverse mentoring initiative for digital transformation in a large metal multinational based in India. The capacity-building action research was carried out during a consultancy project.

Findings

Top management team (TMT) change does not always provide the route to change in managerial cognition. Sometimes the TMT has to develop cognitive changes and new cognitions through learning and engage in way-finding to formulate/implement a strategy. Such learning requires routines, here digital reverse mentoring with capacity-building intervention, to enable development of personal knowledge (Eraut, 2000), along with cognitive changes, leading to development of capabilities. Such capacity-building routines serve as the enabling processes that facilitate learning and cognitive change.

Research limitations/implications

This study demonstrates the value of enabling process routines to facilitate learning and cognition change in bridging strategy implementation and change. It also suggests the need to look at a strategy as way-finding in order to better understand the gap between strategy formulation, implementation and change.

Practical implications

The study suggests the need for development of learning and cognition change routines as enabling processes in firms and provides insights into how old economy firms may adapt to digital era.

Originality/value

This study documents the routine of digital reverse mentoring as an enabling process for strategy development/implementation.

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Article
Publication date: 1 August 2000

Taina Savolainen

Enhancing competitiveness through quality has become an increasingly important challenge of learning in organizations. This paper discusses that challenge by presenting…

Abstract

Enhancing competitiveness through quality has become an increasingly important challenge of learning in organizations. This paper discusses that challenge by presenting conceptual and empirical implications from a research project on quality implementation strategies and learning. Links managerial perceptions of quality, commitment to quality, and learning as a mechanism of quality implementation. Examines quality implementation from a managerial ideological perspective. Case study data gathered from four Finnish manufacturing companies show that the advantageous learning in quality implementation is based on developing solid conceptual skills for managers in the first place, managerial commitment to quality and the sharing of quality thinking in the entire organization. Discusses these factors and describes how positive and negative learning cycles develop and lead organizations to promote and avoid learning accordingly. Proposes that implementing quality through learning is basically an ideological phenomenon. Ideological thinking may develop into a managerial skill that is a source of organizational strength. Implications are made for managers on the role of conceptual skills and ideological thinking in effective quality implementation.

Details

Journal of Workplace Learning, vol. 12 no. 5
Type: Research Article
ISSN: 1366-5626

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Article
Publication date: 1 June 1985

The librarian and researcher have to be able to uncover specific articles in their areas of interest. This Bibliography is designed to help. Volume IV, like Volume III…

Abstract

The librarian and researcher have to be able to uncover specific articles in their areas of interest. This Bibliography is designed to help. Volume IV, like Volume III, contains features to help the reader to retrieve relevant literature from MCB University Press' considerable output. Each entry within has been indexed according to author(s) and the Fifth Edition of the SCIMP/SCAMP Thesaurus. The latter thus provides a full subject index to facilitate rapid retrieval. Each article or book is assigned its own unique number and this is used in both the subject and author index. This Volume indexes 29 journals indicating the depth, coverage and expansion of MCB's portfolio.

Details

Management Decision, vol. 23 no. 6
Type: Research Article
ISSN: 0025-1747

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Article
Publication date: 28 February 2020

Makoto Matsuo, Kohei Arai and Takami Matsuo

The purpose of this paper is to investigate the direct and indirect effects of managerial coaching on critical reflection mediated through learning goal orientation.

Abstract

Purpose

The purpose of this paper is to investigate the direct and indirect effects of managerial coaching on critical reflection mediated through learning goal orientation.

Design/methodology/approach

The authors conducted a questionnaire survey of 169 employees in 53 teams at an IT firm in Japan. The data were examined using multi-level analyses.

Findings

Managerial coaching has a direct positive effect on critical reflection, and the relationship is mediated by learning goal orientation.

Research limitations/implications

The characteristics of the sample may limit the generalization of the findings. Future research should verify the model in other industries and countries.

Practical implications

The organizations should note that managerial coaching is useful not only for facilitating employees’ problem-solving but also for enhancing their critical reflection. It should also be noted that employees can reflect critically on their beliefs and work routines when they have learning goals.

Originality/value

Although few quantitative studies have investigated the determinants of critical reflection, the present research reveals the overlooked functions of managerial coaching in promoting employees’ learning.

Details

Journal of Workplace Learning, vol. 32 no. 3
Type: Research Article
ISSN: 1366-5626

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Article
Publication date: 1 December 1997

Richard Teare

Suggests that more and more organizations are attempting to establish a culture of learning that values the knowledge that employees have derived from learning how to…

Abstract

Suggests that more and more organizations are attempting to establish a culture of learning that values the knowledge that employees have derived from learning how to perform effectively in the workplace. Reviews recent contributions to the literature on aspects of managerial learning and addresses the question “how do managers learn best in the workplace?” Draws from articles published between 1994‐1996 in eight journals: Executive Development; Journal of Management Development; Journal of Organizational Change Management; Leadership & Organization Development Journal; Management Development Review; Team Performance Management; The Journal of Workplace Learning; The Learning Organization. Focuses on four themes: managerial learning and work; coaching, mentoring and team development; competences, managerial learning and the curriculum; work‐based action learning. Concludes with a summary of the implications for managerial learning.

Details

International Journal of Contemporary Hospitality Management, vol. 9 no. 7
Type: Research Article
ISSN: 0959-6119

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