管理教练行为与员工创新的关系研究
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摘要
管理教练行为是决定员工创新行为的重要前因变量,但尚未出现关于这种关系及作用机理的系统研究。本研究采用配对进行数据调查,依凭社会认知理论构建和检验了一个被调节的中介效应模型。研究结果显示:(1)批判性思维在管理教练行为与员工创新的关系中起部分中介作用;(2)感知到的领导对创新支持在批判性思维与员工创新之间起调节作用;(3)批判性思维的中介效应受到了感知到的领导对创新支持的调节。研究结论丰富了教练行为与创新行为关系理论,同时有助于企业深入理解管理教练行为的重要性及其如何通过批判性思维对员工创新发挥效力。
In recent years,much attention has been given to understanding employee innovation. With intensive competition and unpredictable technology changes,increasing number of organizations realize that coaching is a key element to help employees to get competitive advantage and an important prerequisite for employees promote their innovation behavior. Supervisory coaching behavior was regarded as an important antecedent of employee innovation behavior,but there has been no profound study on these relationships and influences. Moreover,promoting innovation requires extensive and effortful cognitive processing. This requirement is magnified further by the complex,ambiguous situations in which most organizational problems occur. Employees must define a diverse set of alternative solutions. Innovation necessitates that this activity is completed effectively. It is unlikely,therefore,that innovation outcomes will be realized without a large degree of support from organizations and organizational coaches. To provide this support,supervisory coaching must understand the cognitive requirements of innovation. Regrettably,it is unclear whether there is a positive relationship between supervisory coaching and employee innovation. In view of the existing research gaps,this paper constructs a mediated moderation model based on the cognition theory to test how supervisory coaching behavior facilitate and promote employee innovation.Moreover,many studies have showed that employee innovation has been considered as a critical factor of organizational continuous innovation and breakthrough,as a consequence,how to improve employee innovation isone of the important problems in theory and practice circles. This paper proposes and testes a moderated mediation model in which supervisory coaching and critical thinking influence employee innovation. To test the model,data were collected from 267 dyads of employees and their immediate leaders. Of 267 participants,60. 7% were male,39. 3% were female. From age structure to see,of 51. 3% employees under the age of 30,it means that young people are in the majority. In term of the education,61. 4% have bachelors' degrees or lower degrees.The regression analysis results show that:( 1) critical thinking partially mediates the relationship between supervisory coaching behavior and employee innovation;( 2) perceived leader support for innovation moderates the relationship between critical thinking and employee innovation;( 3) the moderating role of perceived leader support for innovation on the relationship between supervisory coaching behavior and employee innovation is partly mediated by critical thinking.This article reviewed the relevant literature onemployee innovation and suggested how supervisory coaching behavior may facilitate and promote employee innovation by influencing the critical thinking as a cognitive process. This paper was not intended as a comprehensive review of all the factors that may influence employee innovation. Rather,we used the employee innovation as a guide,reviewing the factors that may affect critical thinking as a cognitive process that must be engaged in to solve innovation,and how supervisory coaching behavior can help encourage this process in their subordinates. Our discussion of the cognitive processes necessary for innovation implied a somewhat linear progression,it should be noted that most cognitive models of innovation suggest a more cyclical approach where the innovation solver may return to pervious processes if needed. While the outcomes of process occurring early on will determine the effectiveness of later process,it is possible to return to critical thinking and make corrections at any point in the employee innovation. Recognizing that critical thinking may be necessary and encouraging employees to do so,as well as encouraging employees to make changes based on this process is another way a supervisory coaching may facilitate employee innovation.The conclusions contribute to the literature in several ways. First,this paper offers a new approach to the influence of supervisory coaching by examining employee innovation. Specifically,while researchers have long pointed to the significance of cognitive process in enhancing innovation,in this paper we sought to provide a more parsimonious way to assess critical thinking. In so doing,we were able to determine that critical thinking is important in contributing to employee innovation. The results indicate thatsupervisory coaching behavior who model and encourage critical thinking. Importantly,our findings indicate that supervisory coaching behavior and critical thinking are both important contributors to an enhanced capacity for innovation. Second,the results concerning the moderating effect of perceived leader support for innovation on the relationship between supervisory coaching and employee innovation contribute to the integration of cognition theory. To sum up,this study deepens our understanding of supervisory coaching behavior by examining the mediating effect of critical thinking and moderating effect of perceived leader support for innovation in one theoretical framework.The paper also provides some implications for human resource management. First,the lend support to previous work showing that critical thinking may be beneficial for engagement in cognitive processes associated with employee innovation. Second,the results of this paper indicate thatsupervisory coaching behavior facilitate employee critical thinking,so coach selection may include a way to assess a coach's attitudes toward critical thinking.This paper is not without limitations,and thus its findings must be interpreted with caution. Although we provided theoretical reasoning for our model,the extent to which cause-effect relationships may be inferred is limited. It could be claimed that individual who have a high innovation ability are likely to take on critical thinking than those who possess low-level capacities of critical thinking. Similar to the extant body of leadership that uses the same approach as in this paper for assessingsupervisory coaching behavior,we do not know what additional factors influence employees' perception of coaching behavior. Therefore,one could speculate that individual who are willing to and critically thinking. Another important issue that has not been addressed in this paper is that of team innovation. The current studies focus on individual innovation. However,the interest in team innovation has increased in recent years. Testing the role of supervisory coaching behavior and critical thinking on team innovation is valuable to our understanding of these constructs and their influence on innovation. Future studies should evaluate the construct at a team level,adding to our understanding of the multilevel nature of innovation in organizations. The last important one is that the paper only examines the corporations in China,cautions should be exercised in generalizing our findings to other countries.
In recent years,much attention has been given to understanding employee innovation. With intensive competition and unpredictable technology changes,increasing number of organizations realize that coaching is a key element to help employees to get competitive advantage and an important prerequisite for employees promote their innovation behavior. Supervisory coaching behavior was regarded as an important antecedent of employee innovation behavior,but there has been no profound study on these relationships and influences. Moreover,promoting innovation requires extensive and effortful cognitive processing. This requirement is magnified further by the complex,ambiguous situations in which most organizational problems occur. Employees must define a diverse set of alternative solutions. Innovation necessitates that this activity is completed effectively. It is unlikely,therefore,that innovation outcomes will be realized without a large degree of support from organizations and organizational coaches. To provide this support,supervisory coaching must understand the cognitive requirements of innovation. Regrettably,it is unclear whether there is a positive relationship between supervisory coaching and employee innovation. In view of the existing research gaps,this paper constructs a mediated moderation model based on the cognition theory to test how supervisory coaching behavior facilitate and promote employee innovation.Moreover,many studies have showed that employee innovation has been considered as a critical factor of organizational continuous innovation and breakthrough,as a consequence,how to improve employee innovation isone of the important problems in theory and practice circles. This paper proposes and testes a moderated mediation model in which supervisory coaching and critical thinking influence employee innovation. To test the model,data were collected from 267 dyads of employees and their immediate leaders. Of 267 participants,60. 7% were male,39. 3% were female. From age structure to see,of 51. 3% employees under the age of 30,it means that young people are in the majority. In term of the education,61. 4% have bachelors' degrees or lower degrees.The regression analysis results show that:( 1) critical thinking partially mediates the relationship between supervisory coaching behavior and employee innovation;( 2) perceived leader support for innovation moderates the relationship between critical thinking and employee innovation;( 3) the moderating role of perceived leader support for innovation on the relationship between supervisory coaching behavior and employee innovation is partly mediated by critical thinking.This article reviewed the relevant literature onemployee innovation and suggested how supervisory coaching behavior may facilitate and promote employee innovation by influencing the critical thinking as a cognitive process. This paper was not intended as a comprehensive review of all the factors that may influence employee innovation. Rather,we used the employee innovation as a guide,reviewing the factors that may affect critical thinking as a cognitive process that must be engaged in to solve innovation,and how supervisory coaching behavior can help encourage this process in their subordinates. Our discussion of the cognitive processes necessary for innovation implied a somewhat linear progression,it should be noted that most cognitive models of innovation suggest a more cyclical approach where the innovation solver may return to pervious processes if needed. While the outcomes of process occurring early on will determine the effectiveness of later process,it is possible to return to critical thinking and make corrections at any point in the employee innovation. Recognizing that critical thinking may be necessary and encouraging employees to do so,as well as encouraging employees to make changes based on this process is another way a supervisory coaching may facilitate employee innovation.The conclusions contribute to the literature in several ways. First,this paper offers a new approach to the influence of supervisory coaching by examining employee innovation. Specifically,while researchers have long pointed to the significance of cognitive process in enhancing innovation,in this paper we sought to provide a more parsimonious way to assess critical thinking. In so doing,we were able to determine that critical thinking is important in contributing to employee innovation. The results indicate thatsupervisory coaching behavior who model and encourage critical thinking. Importantly,our findings indicate that supervisory coaching behavior and critical thinking are both important contributors to an enhanced capacity for innovation. Second,the results concerning the moderating effect of perceived leader support for innovation on the relationship between supervisory coaching and employee innovation contribute to the integration of cognition theory. To sum up,this study deepens our understanding of supervisory coaching behavior by examining the mediating effect of critical thinking and moderating effect of perceived leader support for innovation in one theoretical framework.The paper also provides some implications for human resource management. First,the lend support to previous work showing that critical thinking may be beneficial for engagement in cognitive processes associated with employee innovation. Second,the results of this paper indicate thatsupervisory coaching behavior facilitate employee critical thinking,so coach selection may include a way to assess a coach's attitudes toward critical thinking.This paper is not without limitations,and thus its findings must be interpreted with caution. Although we provided theoretical reasoning for our model,the extent to which cause-effect relationships may be inferred is limited. It could be claimed that individual who have a high innovation ability are likely to take on critical thinking than those who possess low-level capacities of critical thinking. Similar to the extant body of leadership that uses the same approach as in this paper for assessingsupervisory coaching behavior,we do not know what additional factors influence employees' perception of coaching behavior. Therefore,one could speculate that individual who are willing to and critically thinking. Another important issue that has not been addressed in this paper is that of team innovation. The current studies focus on individual innovation. However,the interest in team innovation has increased in recent years. Testing the role of supervisory coaching behavior and critical thinking on team innovation is valuable to our understanding of these constructs and their influence on innovation. Future studies should evaluate the construct at a team level,adding to our understanding of the multilevel nature of innovation in organizations. The last important one is that the paper only examines the corporations in China,cautions should be exercised in generalizing our findings to other countries.
引文
[1]Kim,S.K.,Arthurs,J.D.,Sahaym,A.,Cullen,J.B.Search behavior of the diversified firm:The impact of fit on innovation[J].Strategic Management Journal,2013,34(8):999-1009.
[2]屠兴勇,王泽英,张琪.批判性思维效应下管理教练行为对员工创新的影响机制研究[J].南开管理评论,2016,19(6):04-16.Tu Xingyong,Wang Zeying,Zhang Qi.Research on the mechanism of leader coaching behavior on employee innovation under critical thinking effect[J].Nankai Management Review,2016,19(6):04-16.
[3]Rousseau,V.,Aubé,C.,Tremblay,S.Team coaching and innovation in work teams:An examination of the motivational and behavioral intervening mechanisms[J].Leadership&Organization Development Journal,2013,34(4):344-364.
[4]Grant,A.M.,Hartley,M.Developing the leader as coach:Insights,strategies and tips for embedding coaching skills in the workplace[J].Coaching:An International Journal of Theory,Research and Practice,2013,6(2):102-115.
[5]Deci,E.L.,Ryan,R.M.The“what”and“why”of goal pursuits:Human needs and the self-determination of behavior[J].Psychological Inquiry,2000,11(4):227-268.
[6]Tett,R.P.,Burnett,D.D.A personality trait-based interactionist model of job performance[J].Journal of Applied Psychology,2003,88(3):500-517.
[7]House,R.J.A path-goal theory of leader effectiveness[J].Administrative Science Quarterly,1971,16(3):321-338.
[8]Indvik,J.Path-goal theory of leadership:A meta-analysis[J].In J.A.Pearce&R.B.Robinson(Eds.),Proceedings of the Forty-Sixth Annual Meeting of the Academy of Management.Chicago:Academy of Management,1986,189-192.
[9]Ellinger,A.D.,Ellinger,A.E.,Bachrach,D.G.,Wang,Y.L.,Ba爧,A.E.Organizational investments in social capital,managerial coaching,and employee work-related performance[J].Management Learning,2010,42(1):67-85.
[10]Joo,B.K.Executive coaching:A conceptual framework from an integrative review of practice and research[J].Human Resource Development Review,2005,4(4):462-488.
[11]Parsloe,E.,Wray,M.Coaching and mentoring:Practical methods to improve learning[M].Kogen Page:London,2000.
[12]Liu,X.,Batt,R.How supervisors influence performance:Amultilevel study of coaching and group management in technology mediated services[J].Personnel Psychology,2010,63(2):265-298.
[13]Li-yan,Z.Multidimensional managerial coaching behavior and its impact on employee performance[C].Proceedings of the International Conference on Management Science and Engineering,2008,977-983.
[14]Weer,C.H.,DiRenzo,M.S.,Shipper,F.M.A holistic view of employee coaching longitudinal investigation of the impact of facilitativeand pressure-based coaching on team effectiveness[J].The Journal of Applied Behavioral Science,2016,52(2):187-214.
[15]Hamburg,I.Knowledge transfer through diversity coach and mentoring partnerships[J].In Innovation through Knowledge Transfer 2012,Springer Berlin Heidelberg,2013,107-119.
[16]屠兴勇,何欣,郭娟梅.批判性思维对员工创新行为的影响[J].科学学与科学技术管理,2015,36(10):169-180.Tu Xingyong,He Xin,Guo Juanmei.Effects of critical thinking on employee innovation behavior:Test of a moderated mediator model[J].Science of Science and Management of S.&T.,36(10):169-180.
[17]Amabile,T.M.,Schatzel,E.A.,Moneta,G.B.,Kramer,S.J.Leader behaviors and the work environment for creativity:Perceived leader support[J].The Leadership Quarterly,2004,15(1):05-32.
[18]George,J.M.,Zhou,J.Dual tuning in a supportive context:Joint contributions of positive mood,negative mood,and supervisory behaviors to employee creativity[J].Academy of Management Journal,2007,50(3):201-239.
[19]Gagné,M.,Deci,E.L.Self-determination theory and work motivation[J].Journal of Organizational Behavior,2005,26(4):331-362.
[20]Madjar,N.,Oldham,G.R.,Pratt,M.G.There`s no place like home?The contributions of work and network creativity support to employees`creative performance[J].Academy of Management Journal,2002,45(4):757-767.
[21]Zhou,J.When the presence of creative coworkers related to creativity:Role of supervisory close-monitoring,developmental feedback,and creative personality[J].Journal of Applied Psychology,2003,88(3):416-422.
[22]Ellinger,A.D.,Ellinger,A.E.,Keller,S.B.Supervisory coaching behavior,employee satisfaction,and warehouse employee performance:A dyadic perspective in the distribution industry[J].Human Resource Development Quarterly,2003,14(4):435-458.
[23]Facione,P.A.Critical thinking:A statement of expert consensus for purposes of educational assessment and instruction[M].California:California Academic Press,1990.
[24]江静,杨百寅.善于质疑辨析就会有创造力吗?中国情境下的感知到的领导对创新支持的弱化作用[J].南开管理评论,2014,17(2):117-128.Jiang Jing,Yang Baiyin.Critical thinking,creative self-efficacy and employee creativity:Weakening effect of leadermember exchange in Chinese context[J].Nankai Management Review,2014,17(2):117-128.
[25]Scott,S.G.,Bruce,R.A.Determinants of innovative behavior:A path model of individual innovation in the workplace[J].Academy of Management Journal,1994,37(3):580-607.
[26]Preacher,K.J.,Rucker,D.D.,Hayes,A.F.Addressing moderated mediation hypotheses:Theory,methods,and prescriptions[J].Multivariate Behavioral Research,2007,42:185-227.
[2]屠兴勇,王泽英,张琪.批判性思维效应下管理教练行为对员工创新的影响机制研究[J].南开管理评论,2016,19(6):04-16.Tu Xingyong,Wang Zeying,Zhang Qi.Research on the mechanism of leader coaching behavior on employee innovation under critical thinking effect[J].Nankai Management Review,2016,19(6):04-16.
[3]Rousseau,V.,Aubé,C.,Tremblay,S.Team coaching and innovation in work teams:An examination of the motivational and behavioral intervening mechanisms[J].Leadership&Organization Development Journal,2013,34(4):344-364.
[4]Grant,A.M.,Hartley,M.Developing the leader as coach:Insights,strategies and tips for embedding coaching skills in the workplace[J].Coaching:An International Journal of Theory,Research and Practice,2013,6(2):102-115.
[5]Deci,E.L.,Ryan,R.M.The“what”and“why”of goal pursuits:Human needs and the self-determination of behavior[J].Psychological Inquiry,2000,11(4):227-268.
[6]Tett,R.P.,Burnett,D.D.A personality trait-based interactionist model of job performance[J].Journal of Applied Psychology,2003,88(3):500-517.
[7]House,R.J.A path-goal theory of leader effectiveness[J].Administrative Science Quarterly,1971,16(3):321-338.
[8]Indvik,J.Path-goal theory of leadership:A meta-analysis[J].In J.A.Pearce&R.B.Robinson(Eds.),Proceedings of the Forty-Sixth Annual Meeting of the Academy of Management.Chicago:Academy of Management,1986,189-192.
[9]Ellinger,A.D.,Ellinger,A.E.,Bachrach,D.G.,Wang,Y.L.,Ba爧,A.E.Organizational investments in social capital,managerial coaching,and employee work-related performance[J].Management Learning,2010,42(1):67-85.
[10]Joo,B.K.Executive coaching:A conceptual framework from an integrative review of practice and research[J].Human Resource Development Review,2005,4(4):462-488.
[11]Parsloe,E.,Wray,M.Coaching and mentoring:Practical methods to improve learning[M].Kogen Page:London,2000.
[12]Liu,X.,Batt,R.How supervisors influence performance:Amultilevel study of coaching and group management in technology mediated services[J].Personnel Psychology,2010,63(2):265-298.
[13]Li-yan,Z.Multidimensional managerial coaching behavior and its impact on employee performance[C].Proceedings of the International Conference on Management Science and Engineering,2008,977-983.
[14]Weer,C.H.,DiRenzo,M.S.,Shipper,F.M.A holistic view of employee coaching longitudinal investigation of the impact of facilitativeand pressure-based coaching on team effectiveness[J].The Journal of Applied Behavioral Science,2016,52(2):187-214.
[15]Hamburg,I.Knowledge transfer through diversity coach and mentoring partnerships[J].In Innovation through Knowledge Transfer 2012,Springer Berlin Heidelberg,2013,107-119.
[16]屠兴勇,何欣,郭娟梅.批判性思维对员工创新行为的影响[J].科学学与科学技术管理,2015,36(10):169-180.Tu Xingyong,He Xin,Guo Juanmei.Effects of critical thinking on employee innovation behavior:Test of a moderated mediator model[J].Science of Science and Management of S.&T.,36(10):169-180.
[17]Amabile,T.M.,Schatzel,E.A.,Moneta,G.B.,Kramer,S.J.Leader behaviors and the work environment for creativity:Perceived leader support[J].The Leadership Quarterly,2004,15(1):05-32.
[18]George,J.M.,Zhou,J.Dual tuning in a supportive context:Joint contributions of positive mood,negative mood,and supervisory behaviors to employee creativity[J].Academy of Management Journal,2007,50(3):201-239.
[19]Gagné,M.,Deci,E.L.Self-determination theory and work motivation[J].Journal of Organizational Behavior,2005,26(4):331-362.
[20]Madjar,N.,Oldham,G.R.,Pratt,M.G.There`s no place like home?The contributions of work and network creativity support to employees`creative performance[J].Academy of Management Journal,2002,45(4):757-767.
[21]Zhou,J.When the presence of creative coworkers related to creativity:Role of supervisory close-monitoring,developmental feedback,and creative personality[J].Journal of Applied Psychology,2003,88(3):416-422.
[22]Ellinger,A.D.,Ellinger,A.E.,Keller,S.B.Supervisory coaching behavior,employee satisfaction,and warehouse employee performance:A dyadic perspective in the distribution industry[J].Human Resource Development Quarterly,2003,14(4):435-458.
[23]Facione,P.A.Critical thinking:A statement of expert consensus for purposes of educational assessment and instruction[M].California:California Academic Press,1990.
[24]江静,杨百寅.善于质疑辨析就会有创造力吗?中国情境下的感知到的领导对创新支持的弱化作用[J].南开管理评论,2014,17(2):117-128.Jiang Jing,Yang Baiyin.Critical thinking,creative self-efficacy and employee creativity:Weakening effect of leadermember exchange in Chinese context[J].Nankai Management Review,2014,17(2):117-128.
[25]Scott,S.G.,Bruce,R.A.Determinants of innovative behavior:A path model of individual innovation in the workplace[J].Academy of Management Journal,1994,37(3):580-607.
[26]Preacher,K.J.,Rucker,D.D.,Hayes,A.F.Addressing moderated mediation hypotheses:Theory,methods,and prescriptions[J].Multivariate Behavioral Research,2007,42:185-227.
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