Managing frontline employee performance through coaching: does selling experience matter?
Notice bibliographique
Résumé
Purpose The impact of managerial coaching on frontline employee performance has received initial support in literature in recent years. However, no studies have explored if this impact should vary according to the career stage that the employee is in. If an interaction effect exists, then managers should expect different results when coaching people in different stages of their careers. Otherwise, all employees (independently of their career stage) can benefit from the positive impact of coaching and, thus, the manager can expect a continuous positive outcome on employee performance throughout their careers. Accordingly, the purpose of this paper is to evaluate the moderation effect of an employee’s career stage on the relationship between managerial coaching and performance. Design/methodology/approach A sample of 318 financial advisors from two Canadian banks was used to collect data on the amount, and quality, of managerial coaching received by the employees, as well as their performance. multigroup confirmatory factor analysis ran in AMOS was used to test the moderation effect of experience. Findings Results confirmed the positive effect of managerial coaching on frontline employee behavioral and sales performance, but no moderation effect was found. The measuring and causal models showed invariance for employees in their early (one to seven years of selling experience), middle (8-15 years), and late (more than 15 years) career stages, suggesting that managerial coaching will make a consistent contribution to performance throughout all the stages of the employee’s career. Research limitations/implications The study makes two main contributions to the scientific literature. First, it offers an original study examining the effect of managerial coaching on frontline employee performance in the banking sector. Second, it examines the role of selling experience as a moderator in coaching processes, thus contributing to the limited literature on career stages. Practical implications The study suggests that managers should equally devote their coaching efforts to all employees, independently of their selling experience. Contrary to the belief that rookies will benefit more from coaching, and that “you cannot teach an old dog new tricks,” results suggest that managerial coaching makes a continuous contribution to performance throughout all the stages of an employee’s career. Originality/value To the authors’ knowledge, this is the first study to examine the moderation effect of selling experience on coaching consequences, and one of the few to present evidence of the positive effect of managerial coaching on frontline employee performance in the banking sector.
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Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,001 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,001 | 0,000 |
| Communication savante | 0,001 | 0,004 |
| Science ouverte | 0,001 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,001 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».