Effects of Managerial Coaching on Critical Reflection: Mediating Role of Learning Goal Orientation

Autor/inn/en	Matsuo, Makoto; Arai, Kohei; Matsuo, Takami
Titel	Effects of Managerial Coaching on Critical Reflection: Mediating Role of Learning Goal Orientation
Quelle	In: Journal of Workplace Learning, 32 (2020) 3, S.217-228 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1366-5626
DOI	10.1108/JWL-06-2019-0086
Schlagwörter	Coaching (Performance); Reflection; Goal Orientation; Foreign Countries; Management Development; Educational Objectives; Professional Development; Japan + Suchen Sie Ihr Suchwort? Zielorientierung; Zielvorstellung; Ausland; Educational objective; Bildungsziel; Erziehungsziel
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01