How does managerial coaching affect individual learning? The mediating roles of team and individual reflexivity

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.