Managerial coaching skill and team performance: how does the relationship work and under what conditions?

Nyfoudi, M, Shipton, H ORCID: https://orcid.org/0000-0003-4006-7923, Theodorakopoulos, N and Budhwar, P, 2022. Managerial coaching skill and team performance: how does the relationship work and under what conditions? Human Resource Management Journal. ISSN 0954-5395

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Abstract

Empirical evidence about whether and how managerial coaching relates to team performance continues to lag behind research conducted on individual employee outcomes. We address this question by drawing on social cognition theory and turning the spotlight on the moderating role of managers’ learning goal orientation and the mediating role of team-level architectural knowledge. We employ dual-source data from 182 knowledge workers and their managers nested in 60 teams in knowledge-based organisations. Our findings indicate that team-level architectural knowledge mediates the relationship between managerial coaching skill and team performance when the managers’ learning goal orientation is high rather than low. Our study contributes to the HR literature by highlighting the importance of managers in devolved developmental interventions and offers practical implications for the informed workplace use of managerial coaching.

Item Type:	Journal article
Publication Title:	Human Resource Management Journal
Creators:	Nyfoudi, M., Shipton, H., Theodorakopoulos, N. and Budhwar, P.
Publisher:	Wiley
Date:	22 March 2022
ISSN:	0954-5395
Identifiers:	Number Type 10.1111/1748-8583.12443 DOI 1524555 Other
Rights:	© 2022 The Authors. Human Resource Management Journal published by John Wiley & Sons Ltd. This is an open access article under the terms of the Creative Commons Attribution License, which permits use, distribution and reproduction in any medium, provided the original work is properly cited.
Divisions:	Schools > Nottingham Business School
Record created by:	Laura Ward
Date Added:	11 Mar 2022 11:58
Last Modified:	24 Mar 2022 08:58
URI:	https://irep.ntu.ac.uk/id/eprint/45863

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