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• W110958560 abstract "There has been growing recognition of the devolution of human resource development (HRD) responsibilities to line managers (e.g. Bevan & Hayday, 1994; Bevan et al., 1995; Heraty & Morley, 1995; Mumford, 1993). Salaman (1995) has argued that key managerial competencies are “those that support the management of performance or the management of learning” (p. 5). However, there has been limited research into what managers do as coaches and facilitators of learning (Mumford, 1993; Heraty and Morley, 1995; Horowitz, 1999; IPD, 1995). Yet the increased attention to concepts such as workplace learning and the learning organization inevitably emphasizes the important role of managers as developers of others and the need to consider the developmental responsibilities and behaviors of line managers both from academic (e.g. Ellinger & Bostrom, 1999; Marsick & Watkins, 1999; Mumford, 1993) and policy perspectives (e.g. NSTF, 2000; IPD, 2000; SCVO, 1999; Scottish Executive, 2003; DoH, 2000, 2002).and how such roles and behaviors can contribute to the development of learning organizations (Ellinger, 1997). Current HRD practice has been criticised for lacking a sound and sufficient empirical base (Hamlin & Stewart, 1998; Hamlin, 2002). Similar criticisms have been made of current coaching practice (Grant, 2003) and about devolution of HRD responsibilities to line managers (de Jong et al., 1999). Whilst there is an extensive literature on developmental roles that managers may play, such as mentor and coach, much of this literature is prescriptive and there are few examples of substantive research and empirical studies (Beattie, 2002; Ellinger, 2003; Graham et al., 1993, 1994; Marsh, 1992; Popper and Lipshitz, 1992).To address this significant knowledge gap the three authors have conducted independent empirical studies, which were not influenced by each other’s work, to explore managerial behaviors in the Scottish non-profit/voluntary sector (Beattie, 2002), the English education, civil service and health sectors (Hamlin, 1990, 2002, 2004; Hamlin, Reidy & Stewart, 1998) and the US corporate sector (Ellinger, 1997). Following completion of these studies the authors have conducted a comparative analysis of their respective finding in search of commonalities and generic behaviors, and their findings have been reported accordingly (see Hamlin, Beattie and Ellinger, 2004; Beattie, Ellinger and Hamlin, 2004). However, a question arises regarding the efficacy of the methodological pluralism adopted for this comparative bearing in mind the different starting points and foci of their respective previous empirical studies, the different populations of managers studied, the different types of organizational settings chosen, and the variations in research methods deployed. Axelsson (1998) draws attention to the fact that most management research studies reported in the literature have been of the case study kind with few yielding results that can be generalized from one organization to another. In the field of leadership research Kim and Yukl (1995) report the number of studies of specific leadership and managerial leader behaviors is still small, but also different researchers have examined different sub-sets of behavior which in their view make it difficult to compare and contrasts the findings from one study with another. Furthermore, as Avolio, Bass and Jung (1999) argue, a major weakness in research design that" @default.
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• W110958560 date "2005-02-01" @default.
• W110958560 modified "2023-09-27" @default.
• W110958560 title "Utilizing Methodological Pluralism to Develop Theory: Analytical Triangulation Enhancing Understanding of Managerial Effectiveness in Supporting Learning." @default.
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