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The impact of managerial coaching on learning outcomes within the team context: An analysis
Author(s) -
Hagen Marcia,
Gavrilova Aguilar Mariya
Publication year - 2012
Publication title -
human resource development quarterly
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.756
H-Index - 65
eISSN - 1532-1096
pISSN - 1044-8004
DOI - 10.1002/hrdq.21140
Subject(s) - coaching , psychology , team composition , team effectiveness , variance (accounting) , context (archaeology) , applied psychology , psychological safety , team learning , teamwork , empowerment , empirical research , knowledge management , social psychology , management , pedagogy , cooperative learning , computer science , business , teaching method , political science , philosophy , law , open learning , psychotherapist , biology , paleontology , accounting , epistemology , economics
This study investigates the relationship between coaching expertise, project difficulty, and team empowerment on team learning outcomes within the context of a high‐performance work team. Variables were tested using multiple regression analysis. The data were analyzed for two groups—team leaders and team members—using t‐tests, factor analysis, as well as correlation, regression, and commonality analyses. The results indicate that the independent variable project difficulty explained the most variance in team learning outcomes for team leaders whereas coaching expertise and team empowerment explained the most variance in team learning outcomes for team members. Practical implications include the selection and training of team leaders in managerial coaching and the development of challenging projects in situations where team learning is highly important. Theoretical implications include providing further empirical support for leadership theories, and coaching theory in particular.