Learning processes as mediators of the impact of workplace coaching interventions on goal attainment.
This study contributes to research on how workplace coaching works by examining learning processes as a mediating mechanism of the impact of problem‐specific interventions on goal attainment. This has rarely been investigated. Fifty‐five coach–coachee dyads with 51 coaches and 55 coachees participat...
| Publicado en: | Journal of Occupational & Organizational Psychology Vol. 98; no. 1; pp. 1 - 23 |
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| Autores principales: | , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Mar2025
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=184044974&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 184044974 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 09631798 OOP jtl: Journal of Occupational & Organizational Psychology issn: 09631798 maglogo: Y pubinfo: dt: Mar2025 vid: 98 iid: 1 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 184044974 184044974 184044974 10.1111/joop.70004 184044974 ppf: 1 ppct: 22 formats: tig: atl: Learning processes as mediators of the impact of workplace coaching interventions on goal attainment. aug: au: Antoni, Conny H. Tatar, Alexandra affil: Trier University, Trier, Germany sug: subj: Learning Methods Mentorship Work Environment Goal Attainment Evaluation Human Male Female Adult Middle Age Problem Solving Administrative Personnel Psychosocial Factors Communication Prospective Studies Structural Equation Modeling Coping Models, Educational Simulations Self Regulation Descriptive Statistics Data Analysis Software Adult: 19-44 years Middle Aged: 45-64 years Male Female ab: This study contributes to research on how workplace coaching works by examining learning processes as a mediating mechanism of the impact of problem‐specific interventions on goal attainment. This has rarely been investigated. Fifty‐five coach–coachee dyads with 51 coaches and 55 coachees participated in the study. Workplace coaching lasted seven to eight coaching sessions in average. Coaches and coachees gave ratings in each session. We analysed this data (NLevel2 = 55, NLevel1 = 335–407) using longitudinal multilevel structural equation modelling accounting for the nested data structure. As expected, coachees' perceived goal attainment increased throughout the coaching process. The results of the study also revealed the mediating role of learning processes in the impact of problem‐specific interventions, specifically clarification of meaning and mastery/coping, and, but to a lesser extent, implementation actuation, on goal attainment in coaching. Data for all hypothesised models showed a good or acceptable model fit. In contrast, the model fit was poor, when we explored differential mediation effects, which supported only single‐loop learning as a mediator. These results underscore the importance of stimulating learning processes through specific interventions to improve the effectiveness of workplace coaching. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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