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Managers’ Teaching and Leading in the Workplace: An Exploratory Field Study

  • Robert E. Saggers
  • Alenoush Saroyan
Chapter
Part of the Innovation and Change in Professional Education book series (ICPE, volume 7)

Abstract

The “development of others” appears consistently as an element in leadership competency frameworks, and managers are now being asked to think of themselves as teachers in addition to their myriad other roles. Little empirical evidence currently supports the claim that managers who teach are better leaders than those who do not, but this study supports this hypothesis. A single-group pre–post test design was used. Data were collected online from the managers and their employees, before and several months after their managers took a specially designed leadership development workshop that embedded managerial teaching as an instructional strategy. Employee perceptions of the flexibility and effectiveness of their manager’s leadership style, the time they spent on teaching/coaching, and their relative productivity were measured, and so was employees’ satisfaction with their managers. In the final survey, employees were asked whether their manager had taught them the leadership model presented in the one-day workshop. Twenty managers from 8 different organizations participated, together with 43 of their employees. Our results indicate that both employees’ satisfaction with their managers and their perceptions of their manager’s relative productivity were positively correlated with the time managers devoted to teaching. Moreover those managers, whose employees said they had been “taught” the lessons of the leadership workshop by their managers were seen by their employees to be more effective.

Keywords

Managerial Teaching Transformational Leadership Leadership Style Time Teaching Employee Satisfaction 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

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Copyright information

© Springer Science+Business Media B.V. 2012

Authors and Affiliations

  1. 1.School of Continuing Studies and Faculty of Education, McGill UniversityMontrealCanada
  2. 2.Department of Educational and Counselling Psychology, McGill UniversityMontrealCanada

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