Supervisory Coaching Research Articles

Dual processes at work in a call centre: An application of the job demands – resources model

This study among 477 employees working in the call centre of a Dutch telecom company (response 88%) examined the predictive validity of the job demands – resources (JD – R) model for self-reported absenteeism and turnover intentions. The central hypothesis was that job demands would be the most important predictors of absenteeism, through their relationship with health problems (i.e., exhaustion and Repetitive Strain Injury—RSI), whereas job resources would be the most important predictors of turnover intentions, through their relationship with involvement (i.e., organizational commitment and dedication). Results of a series of SEM analyses largely supported these dual processes. In the first energy-driven process, job demands (i.e., work pressure, computer problems, emotional demands, and changes in tasks) were the most important predictors of health problems, which, in turn, were related to sickness absence (duration and long-term absence). In the second motivation-driven process, job resources (i.e., social support, supervisory coaching, performance feedback and time control) were the only predictors of involvement, which, in turn, was related to turnover intentions. Additionally, job resources had a weak negative relationship with health problems, and health problems positively influenced turnover intentions. The application of the JD – R model as a human resource management tool in call centres as well as in other organizations is discussed.

Supervisory coaching behavior, employee satisfaction, and warehouse employee performance: A dyadic perspective in the distribution industry

AbstractCoaching has received considerable attention in recent years as the responsibility for employees' learning and development has been increasingly devolved to line managers. Yet there exists little published empirical research that measures specific coaching behaviors of line managers or examines the linkages between line managers' coaching behavior and employee performance. This survey study integrates the perceptions of supervisors and their respective employees to examine supervisory coaching behavior in an industrial context and to assess its association with employee job satisfaction and performance. Findings suggest that supervisory coaching behavior is positively associated with employees' job satisfaction and performance. Implications for research and practice are presented.

A New, Competency‐based, On‐the‐job Programme for Developing Professional Excellence in Engineering

Increasingly, on‐the‐job experiences are being recognised as the most significant source for learning how to perform complex jobs. To accelerate the development of engineers worldwide and to counter the lengthier and less predictable results of “business as usual,” Mobile Oil has taken a systematic, focused approach to on‐the‐job development. Particular attention is given to foreign locations where there is strong emphasis on indigenisation and transfer of technology. A unique competency approach has been used to benchmark outstanding performance in engineering jobs and provide a common language for development discussions. The development process emphasises challenging assignments and supervisory coaching. The programme consists of a recurring cycle of systematic assessments of engineers; feedback and development discussions between engineers and their supervisors; development plans integrated with work unit objectives; and a resource guide that provides development options. Key organisational issues of implementation are described. Features which characterise successful programmes are identified and analysed.

Intervention Coaching for Mathematics Implementation: A C-BAM Application for School Improvement

A school improvement model intended to facilitate the implementation of a new mathematics curriculum in a large heterogeneous school district is described. The model is based primarily on the concepts and components of the Concerns-Based Adoption Model, and it includes theory and research findings from recent studies involving the role of the principal in the change process and supervisory coaching. Tentative findings indicate that the model is a viable one for bringing about change in the implementation of a new curriculum program.