Academic journal article Public Administration Research

Perceived Organizational Support as a Mediator of Managerial Coaching Skills and Occupational Commitment

Academic journal article Public Administration Research

Perceived Organizational Support as a Mediator of Managerial Coaching Skills and Occupational Commitment

Article excerpt


Career development is becoming an important issue for all employees. Employees must assume greater responsibility for their own career development, become more adaptive, be able to handle ambiguity, and be more resilient when facing career challenges. Because of unpredictable working environments, employee commitment may shift from organization commitment to occupational commitment. Based on an analysis of 209 employees, this study concludes that managerial coaching skills are significantly associated with occupational commitment. In addition, perceived organizational support has a fully mediated effect on affective and normative occupational commitment, but no positive relationship with employee's accumulated costs and limited alternatives occupational commitment. This paper helps classify the effects of managerial coaching skills on employees. By improving managerial coaching skills, managers can help their employees excel in their occupation.

Keywords: managerial coaching skills, organizational support, occupational commitment

1. Introduction

Today's organizations face numerous challenges, including downsizing, rightsizing, flattening, becoming a learning organization, and so on. Unpredictable occupational environments have implications on career development in the future (Schein, 1996). Because of insecurity in the working environment, employees may distrust an organization, therefore, organizations sustain talents by developing talents (Yarnall, 1998).

Johnson (1996) indicated that employment commitment may shift from organization commitment to occupation commitment. Employees are now changing to careers based on self-direction in the pursuit of psychological fulfillment (as cited in Hall, 1995). Behavioral scientists generally focus on individual development topics, such as career choice (Brown & Lent, 1996), career development (Hall, 1976), career mobility (Sicherman & Galor, 1990), professional, and occupational commitment (Meyer, Allen, & Smith, 1993). Regarding career development research, which is also a component of human resource development (HRD) (Gilley, Eggland, & Gilley, 2002; McLagan, 1989), an occupation is a major life constituency that revolves around work, which provides a sense of purpose, challenge, and self-fulfillment. In addition, work is a source of identity that promotes status and provides access to social networking (Baruch, 2004). Yet, Colarelli and Bishop (1990) argued that occupational commitment is important in career development, and they also found that employees who had a mentor could present strong career commitment.

Occupational commitment can be defined as an individual's commitment to his or her occupation with affective reactions as well as psychological identify to a given occupation (Lee, Carswell, & Allen, 2000). That is, an individual with strong occupational commitment tend to possess positive emotions about one's choice of occupation. Occupational commitment has been linked to several benefits for organizations. For example, committed employees tend to have better attention on the job, longer working tenure, and also work harder than employees with weak commitment. Regarding the effect of supervisor or manager effectiveness on employee occupational commitment, Kram (1983) suggested that manager and subordinates could perform career and psychological functions that enable young adults to overcome the challenges of work.

Kidd and Smewing (2001) suggested that future research should clarify the influence of types of supervision support on the employees' occupational outcomes. Leaders should learn to be a coach, not a boss. (Stowell, 1988). People who have coaching skills can provide support to enhance employee skills, provide resources to improve self-knowledge and promote a sense of life balance that helps subordinates change, and build commitment to self-development and achievement (Vries, Guillén, Korotov, & Treacy, 2010). …

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