The Impact of Managerial Coaching on Employee Job Satisfaction, Organizational Commitment and Turnover Intention in Transportation and Logistics Companies in Vietnam

The research did study about the impact of managerial coaching on employee job satisfaction, employee organizational commitment and turnover intention and also stud[r]

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VIETNAM NATIONAL UNIVERSITY, HANOI VIETNAM JAPAN UNIVERSITY

VU THI THUY TIEN

THE IMPACT OF MANAGERIAL COACHING ON EMPLOYEE JOB SATISFACTION, ORGANIZATIONAL

COMMITMENT, AND TURNOVER

INTENTION IN TRANSPORTATION AND LOGISTICS COMPANIES IN VIETNAM

MASTER’S THESIS

BUSINESS ADMINISTRATION

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VIETNAM NATIONAL UNIVERSITY, HANOI VIETNAM JAPAN UNIVERSITY

VU THI THUY TIEN

THE IMPACT OF MANAGERIAL COACHING ON EMPLOYEE JOB SATISFACTION, ORGANIZATIONAL

COMMITMENT, AND TURNOVER

INTENTION IN TRANSPORTATION AND LOGISTICS COMPANIES IN VIETNAM

MAJOR: MASTER OF BUSINESS ADMINISTRATION

CODE: 60340102

RESEARCH SUPERVISORS:

PROF DR DANIEL ARTURO HELLER

DR DO XUAN TRUONG

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ACKNKOWLEDGEMENT

This thesis research would have never been completed without the help of numerous people and institutions

First of all, I would like to send my greatest gratitude to two of my direct advisors in Japan and Vietnam, Prof Dr Daniel Arturo Heller and Dr Do Xuan Truong, who have given me a lot of super helpful advices during my execution of this graduation master thesis

I also would like to sincerely thank to the support of other Professors from the Business Administration Faculty of Vietnam Japan University and Yokohama National University who did teach me so many things of doing an academic research In addition, I know for sure that I myself could not have finished my thesis without the reference materials provided by the libraries of Yokohama National University, Vietnam Japan University and Vietnam National University

My great thank you would also like to send to my family, my parents, my elder sister and all of my best friends who have been encouraging me to stay strong whenever I became so stressful

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TABLE OF CONTENTS

CHAPTER : INTRODUCTION

1.1 Problem statement

1.2 Purpose of the study 11

1.3 Significance of the study 11

1.4 Content of the study 12

CHAPTER : REVIEW OF LITERATURE 13

2.1 Managerial Coaching 13

2.1.1. History of Coaching 13

2.1.2. Definitions of Coaching and Managerial Coaching 13

2.1.3. The competencies of managerial coaching 16

2.1.4. Managerial Coaching in Collectivistic Cultures 18

2.2 Employee Job Satisfaction 19

2.3 Employee Organizational Commitment 20

2.4 Turnover Intention 21

2.5 Organization Support Theory 21

2.6 Research Model and Hypotheses 22

2.6.1. Managerial Coaching and Employee Job Satisfaction 23

2.6.2. Managerial Coaching and Employee Organizational Commitment 23

2.6.3. Managerial Coaching and Employee Turnover Intention 24

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CHAPTER : METHODOLOGY 26

3.1 Participants and Data Collection Procedures 26

3.2 Measures 26

3.3 Data analysis Methods 27

CHAPTER : RESULTS AND FINDINGS 29

4.1 Demographic information of respondents 29

4.2 Descriptive Statistics 30

4.3 Reliability tests 32

4.3.1. Measured instruments of managerial coaching 32

4.3.2. Measured instruments of employee job satisfaction 33

4.3.3. Measured instruments of Organizational Commitment 34

4.3.4. Measured instruments of employee turnover intention 36

4.4 Exploratory Factor Analysis (EFA) 38

Firstly, to confirm if AC2 and TI5 should be removed from the measured instruments or not, the EFA with initial 24 factors was performed with the results as following: 38

4.5 Correlation Matrix 44

4.6 Regression 45

4.6.1. Testing hypothesis 1: Managerial coaching significantly positively impacts on Job Satisfaction 45

4.6.2. Testing hypothesis 2: Managerial coaching significantly positively impacts on Employee Organizational Commitment 46

4.6.3. Testing hypothesis 3: Managerial coaching negatively impacts on Employee Turnover Intention 47

4.6.4. Testing hypothesis 4: Employee Job Satisfaction significantly positively impacts on Employee Organizational Commitment 49

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CHAPTER : DICUSSION 52

5.1 Summary of the study‟s results 52

5.2 Discussion and Implications 53

5.3 Limitation and Direction for future studies 54

REFERENCES 56

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LIST OF TABLES

Table 2.1: Definitions of Coaching 14

Table 2.2: The competencies of managerial coaching 16

Table 4.1: Demographic information of respondents 29

Table 4.2: Gender of respondents‟ direct managers 30

Table 4.3: Descriptive Statistics 30

Table 4.4: Reliability of Managerial coaching 32

Table 4.5: Reliability of Managerial coaching 33

Table 4.6: Reliability of measured instruments of employee job satisfaction 33

Table 4.7: Reliability of measured instruments of employee job satisfaction 34

Table 4.8: Reliability of measured instruments of Organizational Commitment 34

Table 4.9: Reliability of measured instruments of Organizational Commitment 35

Table 4.10: Reliability of new measured instruments for Organizational Commitment 35

Table 4.11: Reliability of new measured instruments for Organizational Commitment 36

Table 4.12: Reliability of measured instruments for employee turnover intention 36

Table 4.13: Reliability of measured instruments for employee turnover intention 37

Table 4.14: Reliability of new measured instruments for employee turnover intention 37

Table 4.15: Reliability of new measured instruments for employee turnover intention 38

Table 4.16: KMO and Bartlett‟s test 38

Table 4.17: Total Variance Explained 39

Table 4.18: Rotated Component Matrix 40

Table 4.19: Correlation Matrix 44

Table 4.20: HP1 – Model Summary 45

Table 4.21: HP1 – ANNOVA 45

Table 4.22: HP1 – Coefficients 46

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LIST OF FIGURES

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CHAPTER : INTRODUCTION

Organizations these days need to face to the force of speedy environmental changes as well as the much more severe competition from others These changes claim the new approach to leaderships (Park, 2007) and lead to numerous challenges for Human resource management (Ye et al., 2016) Recently, line managers and supervisors are carrying out some kinds of tasks that used to be performed by Human resource experts (Hall & Torrington, 1998) Organizations are expecting managers to more than merely supervising work (Pousa, 2018), indeed, organizations have expected direct managers to coach their subordinates to help them grow and enable them to learn (Thornhill & Saunders, 1998) This kind of new approach has been widely known as managerial coaching From 1990s, managerial coaching has been earning more and more popularity among organizations (Park, 2007)

Managerial Coaching, being illustrated as “an effective managerial practice that helps employees learn and become effective” (Kim, 2010; Ellinger & Bostrom, 1999; Peterson & Hicks, 1996; Evered & Selman, 1989) Managerial coaching has been considered as one of the central leadership skill and the important solution for the success of employees and organizations (Clutterbuck, 2008; Gilley, Shelton, & Gilley, 2011; Kim & Egan, 2011) Take Google as an instance, this technology giant determined that a great manager should be a good coach (Garvin, 2013) In addition, employees also seek for more coaching from their managers and think that managerial coaching may bring about their development and competitiveness of the organizations (Longenecker & Neubert, 2005)

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remains a significant gap in the Managerial Coaching literature away from Western countries For that reason, more studies about managerial coaching should still be conducted under the circumstances of Asian countries like Vietnam Thus, this study is aimed to study the influence of managerial coaching on employee job satisfaction, organizational commitment and turnover intentions in transportation & logistics companies in Vietnam

1.1 Problem statement

Despite the emerging importance of Managerial Coaching over the last two decades, Beatie et al (2014) still claimed for more Managerial Coaching literature outside Western countries Furthermore, according to Ye et al (2016), more managerial coaching behaviors are exhibited by the managers in collectivistic cultures than those in individualistic cultures It could be inferred that the collectivistic cultures in a non-Western country may be the ideal environments for the managerial coaching to be performed According to the culture research carried out by Hofstede, Vietnam is defined as a collectivistic culture so Vietnamese companies may be the good environment for managers to perform their managerial coaching

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identifying the turnover intention of employees could help to reduce the actual leave as well as to save cost for organizations More than that, recently, as “quitting trend”, which may be the consequence of the rapid increase in the number of available jobs in Vietnam, has become more and more popular among Vietnamese young generation; lowering the turnover level could become a constant headache for organizations to solve Therefore, studying about the new factor which could increase employees‟ job satisfaction, Organizational Commitment and decrease turnover intentions like managerial coaching is an essential thing to

Transportation and logistics industry of Vietnam has been witnessing the fast period of growth thanks to the speedy growth of commercial activities as well as the support from policies In 2018, the figure of 12% was recorded for the growth of transportation and logistics industry (Vietnam Ministry of Industry and Trade, 2018) The Logistics Performance Index (LPI), a reliable measure for national logistics capability published by World Bank in 2018 shows that Vietnam was ranked 36th out of 160 ranked countries, ranked 3rd out of 11 nations of ASEAN and especially, hold the first position among emerging markets despite the fact that this industry is still new in Vietnam Vietnam‟s ranking has increased 14 places since 2018 which could present for the strong and fast development of this industry Furthermore, the revenue comes from this industry has contributed to 4% to Vietnamese GDP and has the estimated growth of 18 – 20% per year, three times larger than the developing speed of national economy (which was 6.5% in 2018) (Vietnam Logistics Report, 2018) Vietnam Government Audit newspaper reported that 73 percent of transportation and logistics companies operating in Vietnam were optimistic that 2019 would be the exploding year for transportation & logistics industry with the growth of figures

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lack of well-educated labor force is among the biggest challenges of this industry Since it is a quite new industry, the ability of human working in this field is still limited It is recorded that only to 7% of the work force working in transportation and logistics industry is well-educated (Vietnam Logistics Report, 2018) This limited ability leads to the need for more coaching to improve its ability On the other hand, the labor force of this industry is mostly young people who are considered to be “hard to satisfy” and “easy to quit”

1.2 Purpose of the study

This research is aimed to explore the influence of Managerial Coaching on three aspects of employee‟s Job Attitudes which are Employee‟s job satisfaction, Organizational Commitment and Turnover Intentions under the context of Transportation and Logistics Companies in Vietnam In addition, some recommendations based on the findings would be proposed

The research would be conducted to deal with the following questions:

1 What is the influence of Managerial Coaching on Employee‟s Job Satisfaction? What is the influence of Managerial Coaching on Employee‟s Organizational

Commitment?

3 What is the influence of Managerial Coaching on Employee‟s Turnover Intentions?

4 What are the relationships among Employee‟s Job Satisfaction, Employee‟s Organizational Commitment and Employee‟s Turnover intentions?

1.3 Significance of the study

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Companies This will also answer the call from Beattie et al (2014) for more managerial coaching studies away Western countries

Furthermore, this research will provide transportations & logistics companies in Vietnam with the level of job satisfaction, organizational commitment and turnover intention of their current employees and give them a more closer look into the benefits that managerial coaching could bring about

1.4 Content of the study

There are five chapters embedded in this study which are:

Chapter – Introduction: Giving the general information of research problems

Chapter – Literature review: Reviewing and synthetizing the past literatures which are related to this study

Chapter – Methodology: Explaining the method using in this research

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CHAPTER : REVIEW OF LITERATURE

2.1 Managerial Coaching

This part will provide with the history, definitions, types and outcomes of managerial coaching based on the last literatures

2.1.1 History of Coaching

From 1880s, the word “coach” which referred to “one who instructs, trains, or guides players or performers (or team thereof) in some particular activities or endeavor” did appear in the dictionary (Evered & Selman, 1989) At that time, coaching was mainly used in sports where coaches would coach players in some games like golf, tennis or ice skating to help them get the better performances

Coaching initially came to management field since 1950s (Evered & Selman, 1989) At that time, coaching was considered as one among the duties of supervisors to enhance their followers in form of “master-apprentice” relation There had been some articles trying to translate coaching in sports into managerial situations since the middle of 1970s Several typical techniques used in sports coaching such as how to “motivate people, train them in job skill or improve management development” were attempted to apply into business context However, managerial coaching during that period of time merely took place under the “control-order-prescription” paradigm (Evered & Selman, 1989)

2.1.2 Definitions of Coaching and Managerial Coaching

To understand what is managerial coaching, it is essential to understand the definitions of Coaching under the context of business organizations

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and outdated now is that coaching was mainly for amending bad performances (Hahn, 2016) According to Fournies (1987), “coaching was a process for improving performance by focusing on correcting work problems” Later, in 1989, Evered and Selman defined coaching as the activities to empower individuals and teams for bringing about results Hargrove (1995) thought that coaching was “interacting with people in the way that teaches them to produce often spectacular results in their business” Another newer viewpoint of coaching does not focus merely on fixing poor performances but also sees coaching as a tool for employees‟ development (Hahn, 2016) According to Perterson & Hicks (1996), coaching is “the process of equipping people with the tools, knowledge, and opportunities they need to develop themselves and become more effectiveness” Ellinger et al (2010) view coaching as the actions and behaviors that help employees learn and enhance performances These definitions of coaching will be provided under the table 2.1 below

Table 2.1: Definitions of Coaching

Author Definition

Fournies (1987) “A step-by-step process that guides managers in their daily efforts to manage people‟s good and bad performance.”

Orth et al (1987) “A day-by-day, hands-on process of helping employees recognize opportunities to improve their performance and capabilities.” Evered & Selman

(1989)

“activity of creating, by communication only, the climate, environment, and context that empowers individuals and teams to generate results.”

Mink, Owen, & Mink (1993)

“The process by which one individual, the coach, creates enabling relationships with others that make it easier for them to learn.” Hargrove (1995) “Interacting with people in a way that teaches them to produce

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challenging and supporting people, giving them the gift of your presence.”

Perterson & Hicks (1996)

“The process of equipping people with the tools, knowledge, and opportunities they need to develop themselves and become more effective.”

Redshaw (2000) “Systematically increasing the capability and work performance of someone by exposing him or her to workbased tasks or experiences that will provide the relevant learning opportunities, and giving guidance and feedback to help him or her to learn from them.” Kampa-Kokesch

& Anderson (2001)

“Coaching is a form of systematic feedback intervention aimed at enhancing professional skills, interpersonal awareness, and personal effectiveness.”

Grant (2006) “A collaborative solution-focused, results-oriented and systematic process in which the coach facilitates the enhancement of performance, life experience, self-directed learning, and personal growth of individuals and organizations.”

Heslin et al (2006)

“Coaching is the practice that can facilitate employee development and performance”

Hamlin et al (2008)

“Coaching is to improve existing skills, competence and performance, and to enhance personal effectiveness or personal development or personal growth”

Ellinger et al (2010)

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The definitions of managerial coaching could be referred based on the definitions of coaching Thus, managerial coaching is the coaching being performed by managers (Kim et al 2013) In fact, the concept of Hierarchical coaching, where the line managers actively involve in coaching their direct subordinates, is the most popular and familiar form of managerial coaching which have been studied widely by scholars (Kim et al 2013) For the purpose of this study, managerial coaching will be defined in form of hierarchical coaching and according to the developmental perspective based on the definition of Heslin et al (2006)

Therefore, the managerial coaching studied in this master thesis will be the managerial

practice performed by line managers to their own subordinates to facilitate employee development and performance However, for the purpose of this research, the aspect

of developing employees will be targeted on

2.1.3 The competencies of managerial coaching

Because of the rise of managerial coaching studies, the scholars started to find out which competencies the managers need for performing effective managerial coaching Competence means “a cluster of related knowledge, skills, and attitudes that affects a major part of one„s job (a role or responsibility)” (Parry, 1996, p 50) Scholars have successfully discovered some specific types of competencies which could help a manager to carry out managerial coaching better Their works brought about the different results but they overlapped each other noticeably The table 2.2 below will exhibit the works of some different authors:

Table 2.2: The competencies of managerial coaching

Author Competencies

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17 Interviewing skills Feedback skills” Perterson & Hicks

(1996)

“1 Listening skill Build trust

3 Non-judgmental understanding Patience

5 Focus

6 Adaptability and cognitive flexibility Intelligence, ability to learn

8 Willingness to learn, non-defensiveness

9 Developmental orientation and self-awareness 10 Understanding of human behavior”

Beattie (2002) “1 Caring Informing

3 Being professional Advising

5 Assessing Thinking Empowering Developing others

9 Challenging employees to stretch themselves” Ellinger et al (2003) “1 Personalizing learning situations

2 Broadening employees‟ perspectives

3 Question framing to encourage employees to think through issues

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6 Soliciting feedback from employees Being a resource

8 Setting and communicating goals and expectations” McLean et al (2005) “1 Open communication

2 Value people over task Accept ambiguity Team approach” Heslin et al (2006) “1 Guidance

2 Facilitation Inspiration”

Park et al (2008) “1 Open communication Team approach

3 Value people over task Accept ambiguity Facilitate development” Hui et al 2013) “1.Guidance

2 Facilitation”

For the purpose of this research, the competencies of managerial coaching found by Heslin et al (2006) will be used There are three competencies of managerial coaching developed by Heslin et al., 2006 which are guidance, facilitation and inspiration Guidance refers to “the communication of clear performance expectations and constructive feedback regarding performance outcomes, as well as how to improve” Facilitation means “helping employees to analyze and explore ways to solve problems and enhance their performance” And inspiration implies “challenging employees to realize and develop their potential”

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Despite the significant increase in the number of managerial coaching studies, the previous research about managerial coaching have still depends a lot on Western context (Beattie et al., 2014) However, some scholars argue that there is a difference in the level of performing managerial coaching among managers between Western and Eastern countries (Ye et al., 2016; Hamlin et al., 2006) and one predicted reason for this difference may come from the cultural difference In particular, individualism in Western countries and collectivism in Eastern countries have created that difference And scholars like Beattie et al (2014) are calling out for more managerial coaching studies away from Western countries

Individualism and Collectivism refers to “the degree to which people in a country prefer to act as individual vs as a group” (Hofstede, 1980) In collectivistic cultures, people belong to “in group”, they pursue the strong relationships with others and tend to be more “sympathetic toward the feelings and concerns of others” (Markus & Kitayama, 1991) It implies that managers in collectivistic societies seem to pay closer attention to their subordinates in terms of work-related issues and they may use managerial coaching to help their subordinates to learn and grow Furthermore, managers in collectivistic cultures are expected to be responsible for their subordinates‟ personal problems as well as their development (Jung, Bass, & Sosik, 1995) which makes managerial coaching a necessary tool to perform For those reasons, Ye et al (2016) believe that managers in collectivistic cultures tend to perform more managerial coaching practice toward their subordinates than managers in individualistic cultures According to the cultural research carried out by Hofstede, Vietnamese society is defined as a collectivistic society with the score of individualism is just 20 per 100 This could be understood that Vietnamese society is a good context for managerial coaching to perform

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Employee job satisfaction is among the most popular attitudes of employees that organizations should pay attention to Indeed, gaining job satisfaction from employees is always considered as the most important thing for an effective manager to achieve because it is proved through many studies that there are significant relations between job satisfaction and performances as well as the relations between job satisfaction and withdrawal behaviors (Schermerhorn, 2010, p 72)

There are several definitions of job satisfaction and they are different slightly Cammanm et al., 1983 define that job satisfaction is “employee affective reactions to one‟s work or job” Schermerhorn, 2010 made it clearer when referring job satisfaction as “the degree to which an individual feels positive or negative about a job”

According to one of the two famous questionnaires of job satisfaction - Job Descriptive Index, there are five components of job satisfaction which are “the work itself, quality of supervision, relationships with co-workers, promotion opportunities and pay-adequacy.”

2.3 Employee Organizational Commitment

Like employee job satisfaction, employee Organizational Commitment is also among the three most important employees‟ job attitudes There are some different ways to define Organizational Commitment but their meanings are in common

Schermerhorn et al (2010) define Organizational Commitment as “the loyalty of an individual to the organization” Meyer and Allen (1997) see it as “the desire of employees to remain employed with their organization.” According to Meyer and Allen (1991), there are three components of Organizational Commitment “which are affective commitment, continuance commitment and normative commitment.”

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“Continuance commitment refers to an awareness of the costs associated with leaving the organization” In this case, employees stay in the organizations as they need to that, in an involuntary way

Normative commitment implies “the feeling of obligation to continue employment” If employees have this kind of commitment, it means that they think they should stay employed in the organizations

Among the three types of Organizational Commitment, Schermerhorn et al (2010) claim that getting Employee Affective Commitment is the most important one for the organizations because in this case, employees show their voluntariness to stay with organization Therefore, this study will focus on studying the affective commitment of employees in the organizations

2.4 Turnover Intention

Turnover intention is a withdrawal behavior that organizations also pay much attention to While it is obvious that high rate of turnover could be very expensive for organizations due to the loss of experiences, high cost of recruiting and training new employees (Schermerhorn et al., 2010); earlier identifying the turnover intention of employees could help to reduce the actual leave as well as to save cost for organizations

Turnover intention, according to Tett and Meyer (1993, p 262), is “a conscious and deliberate willfulness to leave”

2.5 Organization Support Theory

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their contributions and care about their well-being” If employees perceive that kind of organization support, they will feel obligation to give other things back to the organizations (Levinson, 1965) Many studies have been carried out to prove the favorable outcomes that could be brought about by employee‟s perceived organization support (POS) such as increasing job satisfaction, Organizational Commitment, and decreasing turnover intention among employees (Kim, 2010)

Managers are acting as the agents and the representatives of the organizations so employees receiving the support from managers would perceive it as the organization support (Eisenberger et al., 2002; Levinson, 1965) If fact, studies about Perceived Supervisor Support (PSS) have been studies by scholar (Kottke & Sharafinski, 1988) In 2002, Rhoades and Eisenberger also found out the three groups of favorable treatments provided to employees by their organizations which are supervisor support, fairness, organizational reward and job conditions Empirical PSS studies did suggest some important relation between PSS and employees such as employee job satisfaction, Organizational Commitment and turnover intention (Eisenberger et al., 2002; Stamper & Johlke, 2003; Stinglhamber & Vandenberghe, 2003)

Thus, managerial coaching, which is perceived like Supervisor Support is expected to bring about many favorable outcomes as what POS and PSS could In this study, Managerial Coaching will be expected to improve employee job satisfaction and employee Organizational Commitment while making employee turnover intention lower

2.6 Research Model and Hypotheses

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The impact of Managerial Coaching on Employee Job Satisfaction, Organizational Commitment and Turnover Intention will be framed by the Organization Support Theory followed by Perceived Supervisor Support Since Managerial Coaching is considered as the organization support, employee will response this perceived supervisor support by higher job satisfaction, higher Organizational Commitment and lower turnover intention (Eisenberger et al., 2002; Stamper & Johlke, 2003; Stinglhamber &Vandenberghe, 2003)

In fact, there have been some studies about managerial Coaching did find the empirical evidence of the impact of managerial coaching and employee satisfaction, employee Organizational Commitment and employee turnover intention

2.6.1 Managerial Coaching and Employee Job Satisfaction

According to Job Descriptive Index, quality of the supervision is one among five of the components of Employee Job satisfaction so it is another theoretical evidence supporting that the managerial coaching will impact on Employee Job Satisfaction Ellinger et al (2003) carried out a study of 438 employees working in warehouse and found a significantly positive relation between managerial coaching and Employee Job Satisfaction Kim et al 2013 also found the empirical evidence that managerial coaching had the significantly positive impact on employee job satisfaction Therefore, the first hypothesis will be built as following:

Hypothesis 1: Managerial Coaching significantly positively impacts on Employee Job Satisfaction

2.6.2 Managerial Coaching and Employee Organizational Commitment

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attractive place to work for, thus enhancing organizational commitment among employees (Kidd & Smewing, 2001) In addition, managerial coaching‟s competencies such as facilitation or inspiration could create the trust with managers and this may strengthen the feeling of commitment among employees in organization (Meyer & Allen, 1997)

In particular, some scholars did study on the direct impact of managerial coaching on employee organizational commitment and their results are consistent Park (2007) conducted an empirical study in technology industry and investigated that managerial coaching significantly positively impact on employee Organizational Commitment Kim et al (2013) did also prove the significantly positive relation between managerial coaching and Affective Organizational Commitment among Korean employees Thus, the following second hypothesis is built:

Hypothesis 2: Managerial Coaching significantly positively impacts on Employee Organizational Commitment

2.6.3 Managerial Coaching and Employee Turnover Intention

Managerial Coaching is believed to enhance the trust and improve relation between subordinates and line managers (Park, 2007) Managerial Coaching is also a predictor for Employee‟s satisfaction with supervisors (Kim et al., 2013) While a good subordinate-supervisor relation and satisfaction of supervisors are proved to be the determinants of lowering turnover intention among employees, it can refer that managerial coaching could negatively impact on employee‟s turnover intention

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Hypothesis 3: Managerial Coaching negatively impacts on Employee Turnover Intention

2.6.4 Employee Job Satisfaction, Employee Organizational Commitment and Employee Turnover Intention

Employee Job Satisfaction was proved to be the significant predictor of Affective Organizational Commitment by many authors (Meyer & Allen, 1997; Liou & Nyhan, 1994; Romzek, 1989; Meyer, 2002; Kim et al., 2013)

In addition, Schermerhorn et al (2010) suggested that employee job satisfaction impacted considerably on withdrawal behaviors In particular, they claimed that dissatisfied employees tended to quit or would like to quit their organizations while employees who were more satisfied tended to stay still with their organizations

Thus, the two following hypotheses are built:

Hypothesis 4: Employee Job Satisfaction significantly positively impacts on Employee Organizational Commitment

Hypothesis 5: Employee Job Satisfaction significantly negatively impacts on Employee Turnover Intention

The Hypotheses built in this study will be presented in a model as below:

Managerial Coaching

Job Satisfaction

Organizationa l Commitment

Turnover Intention H1

H3 H2

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CHAPTER : METHODOLOGY

The methodology applied for this research including three smaller parts called participants and data collection procedures, measures and data analysis method will be explained clearly in this chapter

3.1 Participants and Data Collection Procedures

This study is carried out to investigate the impact of managerial coaching on employee job satisfaction, Organizational Commitment and turnover intention in logistics and transportation companies in Vietnam The targeted participants of this research are employees who are currently working in logistics and transportation companies in Vietnam The targeted participants were found from the opened or closed groups of employees who are working in logistics and transportation companies in social network of Facebook Their contact information such as electronic mail addresses or online personal sites were found and used for the purpose of this research The online survey questionnaires were sent to the targeted participants of this study along with the introduction of the research

There are two phases of Data Collection Procedure At first, a small pilot test was carried out About 10 participants are included in that pilot test The purpose of this pilot test is to make sure that every question in the questionnaire could be easily understandable and clear After that, some corrections are made before the final online questionnaires are used in the second phase of data collection procedures

In the second phase of data collection procedures, the online questionnaires with research introduction were sent to the targeted participants via their emails or online personal site About 400 questionnaires were sent out and 148 valid responses were collected for the further analysis

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The Managerial Coaching is measured by the 10-item scale developed by Heslin et al (2006) based on three main categories namely guidance, facilitation and inspiration The sample measured instruments are “My manager provides guidance regarding performance expectation” (Guidance); “My manager facilitates creative thinking to help solve problems” (Facilitation); “My manager supports me in taking on new challenges” (Inspiration)

Employee Job Satisfaction is measured by the 3-item scale developed by Cammann et al (1983) The samples for these measured instruments are “All in all, I am satisfied with my job” and “In general, I like working at my current job”

6-item scale used for measuring Employee Affective Organizational Commitment is the work of Meyer and Allen (1997) The measured instrument samples are “3.1 I would be very happy to spend the rest of my career with this organization” and “I not feel like „„part of the family‟‟ at my organization” and “I not feel „„emotionally attached‟‟ to this organization”

Finally, the employee Turnover intention is measured by 5-item scale developed by Wayne et al (1997) Some samples for this measured scale are “I am actively looking for a job outside this company” and “I‟m seriously thinking about quitting my job”

3.3 Data analysis Methods

The data collected through the data Collection procedures will be processed by SPSS Statistics Software (version 20.0) by IBM groups

Firstly, the reliability test by Cronbach‟s Alpha test will be carried out to test the reliability of measured instruments for four of the variables used in this study

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Thirdly, Pearson Correlation test will be conducted to investigate if there are valid correlations between independents variable and dependent variables

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CHAPTER : RESULTS AND FINDINGS

The online surveys were sent to 400 employees working in logistics and transportation companies in Vietnam via emails or messages of social network - facebook

After sending the surveys to the targeted research participants, 148 reasonable responses were collected and will be used to analyze for the purpose of this study The responses ratio reached 37% The findings and results after analyzing the data will be exhibited clearly below

4.1 Demographic information of respondents

Table 4.1: Demographic information of respondents Frequency Ratio (%)

Gender

Female 91 61.49%

Male 57 38.51%

Other 0.00%

Age

Under 30 97 65.54%

30 to 45 48 32.43%

Over 45 to 60 2.03%

Over 60 0.00%

Working time

Under year 32 21.62%

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Over to years 20 13.51%

More than years 32 21.62%

Table 4.2: Gender of respondents‟ direct managers Frequency Ratio Manager's gender

Female 47 31.76%

Male 100 67.57%

Other (Both male and

female) 0.68%

It could be seen from the two above tables that most of the respondents are female and they count for about 61.49% However, the male managers seem to be dominant while it is recorded around 67.57% of the respondents‟ direct managers are male In addition, the age of respondents is quite low when people who are under 30 years old count for more than 65% and 32.43% is the figure recorded for 30-to-45- year-old respondents

4.2 Descriptive Statistics

Table 4.3: Descriptive Statistics

Abb Items Mean S.D Min Max N

MC1 “1.1 My manager provides guidance

regarding performance expectation” 3.96 0.81 2.00 5.00 148 MC2 “1.2 My manager help me to analyze my

performance” 3.86 0.83 1.00 5.00 148

MC3 “1.3.My manager provides constructive

feedback regarding areas for improvement” 3.91 0.93 1.00 5.00 148 MC4

“1.4 My manager offers useful suggestions regarding how I can improve my

performance”

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MC5 “1.5 My manager acts as a sounding board

for me to develop my ideas” 3.79 0.99 1.00 5.00 148 MC6 “1.6 My manager facilitates creative thinking

to help solve problems” 3.83 0.94 1.00 5.00 148

MC7 “1.7 My manager encourages me to explore

and try out new alternatives” 3.75 0.93 1.00 5.00 148 MC8 “1.8 My manager expresses confidence that I

can develop and improve” 4.00 0.90 1.00 5.00 148

MC9 “1.9 My manager encourages me to

continuously develop and improve” 3.99 0.93 1.00 5.00 148 MC10 “1.10 My manager supports me in taking on

new challenges” 3.89 0.93 1.00 5.00 148

MCA Average 0.68 1.30 5.00 148

JS1 “2.1 All in all, I am satisfied with my job” 3.60 0.80 2.00 5.00 148 JS2 “2.2 In general, I not like my job ®” 3.67 0.87 1.00 5.00 148 JS3 “2.3 In general, I like working at my current

job” 3.65 0.92 1.00 5.00 148

JSA Average 3.64 0.82 1.33 5.00 148

AC1 “3.1 I would be very happy to spend the rest

of my career with this organization” 3.14 1.03 1.00 5.00 148 AC2 “3.2 I really feel as if this organization‟s

problems are my own” 3.41 0.95 1.00 5.00 148

AC3 “3.3 I not feel like „„part of the family‟‟ at

my organization ®” 3.49 0.90 1.00 5.00 148

AC4 “3.4 I not feel „„emotionally attached‟‟ to

this organization ®” 3.64 0.93 1.00 5.00 148

AC5 “3.5 This organization has a great deal of

personal meaning for me” 3.51 0.94 1.00 5.00 148

AC6 “3.6 I not feel a strong sense of belong to

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ACA Average 3.41 0.82 1.00 5.00 148

TI1 “4.1 I am actively looking for a job outside

this company” 2.72 1.16 1.00 5.00 148

TI2 “4.2 As soon as I can find a better job, I will

leave this company” 3.07 1.19 1.00 5.00 148

TI3 “4.3 I‟m seriously thinking about quitting my

job” 2.82 1.25 1.00 5.00 148

TI4 “4.4 I often think about quitting my job at this

company” 2.84 1.20 1.00 5.00 148

TI5 “4.5 I think I will be at this company years

from now ®” 3.07 1.16 1.00 5.00 148

TIA Average 2.88 1.01 1.00 5.00 148

As being shown in the table 5, there are 24 items which will be studied by the responses collected from 148 respondents The average values of managerial coaching, employee job satisfaction, Organizational Commitment and turnover intentions are 3.89, 3.64, 3.41 and 2.88 respectively Besides, there are reversed items namely JS2, AC3, AC4, AC6, TI5

4.3 Reliability tests

4.3.1 Measured instruments of managerial coaching

Table 4.4: Reliability of Managerial coaching

Reliability Statistics

Cronbach's Alpha N of Items

.913 10

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Table 4.5: Reliability of Managerial coaching

Item-Total Statistics Scale Mean if Item Deleted Scale Variance if Item Deleted Corrected Item-Total Correlation Cronbach's Alpha if Item Deleted

MC1 34.99 39.986 599 909

MC2 35.10 39.169 657 906

MC3 35.05 38.142 672 905

MC4 34.99 38.178 710 903

MC5 35.16 37.083 716 903

MC6 35.12 37.615 709 903

MC7 35.20 37.981 686 905

MC8 34.95 37.813 727 902

MC9 34.96 38.738 621 908

MC1

0 35.06 37.565 723 902

Source: SPSS software (20.0 version)

The cronbach‟s alpha of the measured instruments of managerial coaching reaches 0.913 which is larger than 0.7 (Kline, 2005) referring that the measured instruments of managerial coaching gets the high reliability In addition, like being shown in the table 4.5, if any factor among 10 factors is deleted, the cronbach‟s alpha will decrease It means that all of 10 factors chosen for measuring managerial coaching are good factors and it is no need to remove any of them out of the measured instruments

4.3.2 Measured instruments of employee job satisfaction

Table 4.6: Reliability of measured instruments of employee job satisfaction

Cronbach's Alpha

N of Items

.937

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Table 4.7: Reliability of measured instruments of employee job satisfaction

Item-Total Statistics

Scale Mean if Item Deleted

Scale Variance if

Item Deleted

Corrected Item-Total Correlation

Cronbach's Alpha if

Item Deleted

JS1 7.32 2.994 852 925

JS2 7.25 2.747 862 914

JS3 7.27 2.484 906 881

Cronbach‟s alpha of measured instruments of employee job satisfaction is 0.937 which higher than 0.7 This figure, according to Kline (2005), means that the reliability of these measured instruments is highly reliable More than that, none of the factors could be deleted because if they are deleted, the Cronbach‟s alpha will decrease

4.3.3 Measured instruments of Organizational Commitment

Table 4.8: Reliability of measured instruments of Organizational Commitment

Cronbach's Alpha

N of Items

.907

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Table 4.9: Reliability of measured instruments of Organizational Commitment

Scale Variance if

Item Deleted

Cronbach's Alpha if

Item Deleted

AC1 17.34 15.205 736 892

AC2 17.07 16.695 588 912

AC3 16.99 15.912 761 888

AC4 16.84 15.697 766 887

AC5 16.97 15.325 807 881

AC6 17.18 15.320 808 880

Employee Organizational Commitment in this study was measured by six factors and the Cronbach‟s alpha of these measured instruments is 0.907 This figure is higher than 0.7 and it indicates reliable measured instruments (Kline, 2005) However, in case the second factor (AC2) is removed from the initial measured instruments, a higher Cronbach‟s alpha will be recorded Therefore, the second factor (AC2) could seem to be a bad instrument and may be removed from the initial measured instruments

If the second measured instrument is deleted, the result of reliability test for the new measured instruments of Organizational Commitment with factors will be shown in the two tables below:

Table 4.10: Reliability of new measured instruments for Organizational Commitment

Cronbach's Alpha

N of Items

.912

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Table 4.11: Reliability of new measured instruments for Organizational Commitment

Scale Variance if

Item Deleted

Cronbach's Alpha if

Item Deleted

AC1 13.93 10.839 707 909

AC3 13.59 11.196 779 892

AC4 13.44 11.010 785 891

AC5 13.56 10.724 822 883

AC6 13.78 10.827 801 887

The new measured instruments generate a higher result of Cronbach‟s alpha, which is 0.912 (compared to the figure of 0.907 of the initial one) However, to officially remove the second measured instrument out of this scale, EFA test should be performed to confirm

4.3.4 Measured instruments of employee turnover intention

Table 4.12: Reliability of measured instruments for employee turnover intention

Cronbach's Alpha

N of Items

.859

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Table 4.13: Reliability of measured instruments for employee turnover intention

Scale Variance if

Item Deleted

Cronbach's Alpha if

Item Deleted

TI1 11.80 14.227 814 794

TI2 11.45 14.929 691 825

TI3 11.70 13.571 826 788

TI4 11.68 14.191 781 801

TI5 11.45 18.290 308 914

The Cronbach‟s Alpha of these measured instruments gets 0.859, and it is larger than 0.7 However, when factor number (TI5) is deleted, a considerably higher Cronbach‟s Alpha will be recorded So, it could be referred that TI5 may not be a good instrument and it should not be used to measure employee turnover intention in this research A reliability analysis in case TI5 is deleted will be exhibited as following:

Table 4.14: Reliability of new measured instruments for employee turnover intention

Cronbach's Alpha

N of Items

.914

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Table 4.15: Reliability of new measured instruments for employee turnover intention

Scale Variance if

Item Deleted

Cronbach's Alpha if

Item Deleted

TI1 8.73 10.539 850 872

TI2 8.37 11.106 727 914

TI3 8.63 10.181 825 880

TI4 8.61 10.512 813 884

0.914 is the result recorded for Cronbach‟s alpha of new measured instruments for employee turnover intention and it is noticeable higher than the old one (0.859) However, to officially remove TI5 out of this scale, EFA test should be performed to confirm

4.4 Exploratory Factor Analysis (EFA)

Firstly, to confirm if AC2 and TI5 should be removed from the measured instruments or not, the EFA with initial 24 factors was performed with the results as following:

Table 4.16: KMO and Bartlett‟s test

KMO and Bartlett's Test

Kaiser-Meyer-Olkin Measure of Sampling

Adequacy .893

Bartlett's Test of Sphericity

Approx Chi-Square 2628.96

df 276

Sig .000

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result of Bartlett‟s Test Score is much smaller than 0.05 and it could be understood that the correlation matrix of this research sample is not an identity matrix The two tests generated suggest the suitable adequacy and sphericity and refer that using Exploratory Factor Analysis for this study sample is suitable

Table 4.17: Total Variance Explained

Total Variance Explained Componen

t

Initial Eigenvalues Extraction Sums of Squared Loadings Rotation Sums of Squared Loadings Total % of

Variance

Cumulative %

Total % of Variance

Cumulative %

Total % of Variance

Cumulative % 9.988 41.615 41.615 9.988 41.615 41.615 5.165 21.522 21.522 3.021 12.586 54.202 3.021 12.586 54.202 3.728 15.533 37.055 2.001 8.339 62.541 2.001 8.339 62.541 3.361 14.004 51.059 1.211 5.044 67.585 1.211 5.044 67.585 2.791 11.627 62.686

5 1.034 4.306 71.891 1.034 4.306 71.891 2.209 9.205 71.891

6 837 3.486 75.378

7 821 3.422 78.799

8 690 2.876 81.675

9 541 2.256 83.931

10 455 1.895 85.826

11 433 1.806 87.632

12 418 1.742 89.374

13 379 1.578 90.952

14 343 1.428 92.380

15 289 1.203 93.582

16 257 1.069 94.652

17 220 918 95.570

18 209 872 96.441

19 192 801 97.243

20 178 744 97.986

21 146 610 98.596

22 138 573 99.169

23 115 480 99.650

24 084 350 100.000

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Table 4.17 shows the results of Eigenvalues and Cumulative Extraction Sum of Squared Loading It is clear that there are five factors that generate Eigenvalue whose values are larger than and all five of them can explain 71.891% of total variance Therefore, the total 24 small factors run by this Exploratory Factor Analysis could be divided into five bigger and significant factors The specific factors analyzed by this test will be provided in Rotated Component Matrix as below:

Table 4.18: Rotated Component Matrix

Rotated Component Matrixa

Component

1

MC8 803

MC10 763

MC7 744

MC5 740

MC6 730

MC9 709

MC4 658

MC3 607 .556

MC2 583

AC4 803

AC5 796

AC3 769

AC6 726

AC1 552

TI1 903

TI3 879

TI4 825

TI2 801

JS1 840

JS3 805

JS2 803

MC1 594

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Extraction Method: Principal Component Analysis Rotation Method: Varimax with Kaiser Normalization a Rotation converged in 10 iterations

It is clear to see from the Rotated Component Matrix of the above 24 items that the instruments TI5 and AC2, which are being considered to be removed from the measured items of this study, have no loading values This result strengthens the idea of deleting AC2 and TI5 out of the measured instruments Therefore, the EFA test shall be re-performed with the rest of 22 measured instruments with the results being shown in the 4.19, 4.20 and 4.21 as following:

Table 4.19: KMO and Bartlett‟s test

KMO and Bartlett's Test

Kaiser-Meyer-Olkin Measure of Sampling

Adequacy .897

Bartlett's Test of Sphericity

Approx Chi-Square 2458.23

df 231

Sig .000

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Table 4.20: Total Variance Explained

Total Variance Explained Component Initial Eigenvalues Extraction Sums of Squared

Loadings

Rotation Sums of Squared Loadings Total % of

Variance

Cumulative %

Total % of Variance

Cumulative %

Total % of Variance

Cumulative % 9.447 42.941 42.941 9.447 42.941 42.941 5.642 25.644 25.644 2.967 13.485 56.427 2.967 13.485 56.427 3.843 17.467 43.112 1.963 8.922 65.348 1.963 8.922 65.348 3.351 15.234 58.345 1.115 5.070 70.418 1.115 5.070 70.418 2.656 12.073 70.418 982 4.466 74.884

6 745 3.386 78.269 644 2.926 81.195 559 2.541 83.736 465 2.114 85.850 10 425 1.930 87.780 11 399 1.812 89.592 12 348 1.581 91.173 13 298 1.354 92.527 14 284 1.291 93.818 15 235 1.070 94.888

16 214 972 95.860

17 206 934 96.795

18 192 872 97.667

19 165 751 98.418

20 138 629 99.047

21 125 570 99.617

22 084 383 100.000 Extraction Method: Principal Component Analysis

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divided into four bigger and significant factors The specific factors analyzed by this test will be provided in Rotated Component Matrix as below:

Table 4.21: Rotated Component Matrix

Rotated Component Matrixa

Component

1

MC5 773

MC8 771

MC4 745

MC10 743

MC3 729

MC6 722

MC7 706

MC9 687

MC2 687

MC1 583

AC5 836

AC4 813

AC6 774

AC3 750

AC1 644

TI1 903

TI3 883

TI4 829

TI2 807

JS1 830

JS3 799

JS2 797

Extraction Method: Principal Component Analysis Rotation Method: Varimax with Kaiser Normalization a Rotation converged in iterations

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factors TI1, TI3, TI4 and TI2 are also loaded into another factor and the last factor contains JS1, JS3 and JS2 The result of Rotated Component Matrix indicates that the measured instrument initially built for measuring Managerial Coaching, Job satisfaction, Organizational Commitment and Turnover intention are suitable and no change should be made for these four factors

4.5 Correlation Matrix

Table 4.19: Correlation Matrix

Correlations

MCA JSA ACA TIA

MCA

Pearson Correlation 402** 386** -.191*

Sig (2-tailed) 000 000 020

N 148 148 148 148

JSA

Pearson Correlation 402** 607** -.350**

Sig (2-tailed) 000 .000 000

N 148 148 148 148

ACA

Pearson Correlation 386** 607** -.424**

Sig (2-tailed) 000 000 .000

N 148 148 148 148

TIA

Pearson Correlation -.191* -.350** -.424**

Sig (2-tailed) 020 000 000

N 148 148 148 148

** Correlation is significant at the 0.01 level (2-tailed) * Correlation is significant at the 0.05 level (2-tailed)

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Employee Turnover Intentions has the negative corrections with the rest three factors supported by the smaller-than-0.05 significance

4.6 Regression

4.6.1 Testing hypothesis 1: Managerial coaching significantly positively impacts on Job Satisfaction

Table 4.20: HP1 – Model Summary

Model Summaryb

Model R R Square Adjusted R

Square

Std Error of the Estimate

Durbin-Watson

1 402a 161 156 8052540 1.921

a Predictors: (Constant), MCA b Dependent Variable: JSA

The R square of this model is 0.161 which means the change of managerial coaching is able explain 16.1% of the change of Employee Job satisfaction in the study sample

Table 4.21: HP1 – ANNOVA

ANOVAa

Model Sum of

Squares

df Mean Square F Sig

1

Regression 18.221 18.221 28.099 000b

Residual 94.671 146 648

Total 112.892 147

a Dependent Variable: JSA b Predictors: (Constant), MCA

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ANOVA table for F-test has the p-value (sig.) that is much smaller than 0.05 shows that this linear regression model could be applied for the whole population

Table 4.22: HP1 – Coefficients

Coefficients Model Unstandardized

Coefficients

Standardized Coefficients

t Sig 95.0% Confidence Interval for B

Collinearity Statistics B Std

Error

Beta Lower Bound

Upper Bound

Tolerance VIF (Constant) 1.858 312 5.961 000 1.242 2.474

MCA 470 089 402 5.301 000 295 646 1.000 1.000 a Dependent Variable: JSA

The standardized Coefficient of Managerial Coaching in this hypothesis is 0.402 with the very small p-value (smaller than 0.05 – 5%) It means that Managerial Coaching significantly positively impacts on Employee Job Satisfaction

4.6.2 Testing hypothesis 2: Managerial coaching significantly positively impacts on Employee Organizational Commitment

Model Summaryb

Square

Durbin-Watson

1 386a 149 143 843 1.848

a Predictors: (Constant), MCA b Dependent Variable: ACA

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ANOVA table for F-test has the p-value (sig.) that is much smaller than 0.05 shows that this linear regression model could be applied for the whole population

Coefficientsa Model Unstandardized

Coefficients

Error

Beta Lower Bound

Upper Bound

MCA 469 093 386 5.050 000 286 653 1.000 1.000 a Dependent Variable: ACA

The standardized Coefficient of Managerial Coaching in this hypothesis is 0.386 with the very small p-value (smaller than 0.05 – 5%) It means that Managerial Coaching significantly positively impacts on Employee Organizational Commitment

4.6.3 Testing hypothesis 3: Managerial coaching negatively impacts on Employee Turnover Intention

Model Summaryb

Square

Durbin-Watson

1 191a 036 030 1.05005 2.268

a Predictors: (Constant), MCA b Dependent Variable: TIA

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The R square of this model is 0.036 which means the change of managerial coaching is able explain 3.6% of the change of Employee Turnover Intention in the study sample

ANOVAa

Model Sum of

Squares

1

Regression 6.068 6.068 5.504 020b

Residual 160.979 146 1.103

Total 167.047 147

a Dependent Variable: TIA b Predictors: (Constant), MCA

ANOVA table for F-test has the p-value (sig.) that is smaller than 0.05 shows that this linear regression model could be applied for the whole population

Coefficients

Error

Beta Lower Bound

Upper Bound

Tolerance VIF

1

(Constant) 3.547 407 8.725 000 2.743 4.350 MCA -.272 116 -.191

-2.346 020 -.500 -.043 1.000 1.000 a Dependent Variable: TIA

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4.6.4 Testing hypothesis 4: Employee Job Satisfaction significantly positively impacts on Employee Organizational Commitment

Model Summaryb

Square

Durbin-Watson

1 607a 368 364 726 1.900

a Predictors: (Constant), JSA b Dependent Variable: ACA

The R square of this model is 0.368 which means the change of Employee Job Satisfaction is able explain 36.8% of the change of Employee Organizational Commitment in the study sample

ANOVAa

Model Sum of

Squares

1

Regression 44.841 44.841 85.003 000b

Residual 77.018 146 528

Total 121.858 147

a Dependent Variable: ACA b Predictors: (Constant), JSA

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Coefficients

Error

Beta Lower Bound

Upper Bound

Tolerance VIF (Constant) 1.223 245 4.997 000 740 1.707

JSA 630 068 607 9.220 000 495 765 1.000 1.000 a Dependent Variable: ACA

The standardized Coefficient of Employee Job Satisfaction in this hypothesis is 0.607 with the very small p-value (smaller than 0.05 – 5%) It means that Employee Job Satisfaction significantly positively impacts on Employee Organizational Commitment

4.6.5 Testing hypothesis 5: Employee Job Satisfaction significantly negatively impacts on Employee Turnover Intention

Model Summaryb

Square

Durbin-Watson

1 350a 122 116 1.00207 2.250

a Predictors: (Constant), JSA b Dependent Variable: TIA

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ANOVAa

Model Sum of

Squares

1

Regression 20.443 20.443 20.359 000b

Residual 146.604 146 1.004

Total 167.047 147

a Dependent Variable: TIA b Predictors: (Constant), JSA

ANOVA table for F-test has the p-value (sig.) that is smaller than 0.05 shows that this linear regression model could be applied for the whole population

Coefficients

Error

Beta Lower Bound

Upper Bound

JSA -.426 094 -.350 -4.512 000 -.612 -.239 1.000 1.000 a Dependent Variable: TIA

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CHAPTER : DICUSSION

5.1 Summary of the study’s results

The research did study about the impact of managerial coaching on employee job satisfaction, employee organizational commitment and turnover intention and also study the relationships among employee job performance, Organizational Commitment and turnover intention of employees working in logistics and transportation companies in Vietnam

The descriptive results suggest that the employees in the survey scored managerial coaching of their direct managers high points with the average score of 3.98 per The average scores for their job satisfactions and affective Organizational Commitment are quite high and get 3.64 and 3.41 points respectively The study participants showed an average intention of turnover, which is 2.88 points in average

The deeper results of the study‟s analysis support all the hypotheses given in the Literature and the results are consistent with what other authors like Kim et al (2013), Park (2007), Ellinger et al (2003) and Allen and Meyer (1997) found out In particular, there are significantly positive impacts of managerial coaching on Employee job satisfaction and employee Organizational Commitment while the relationship between managerial coaching and employee job satisfaction is a little bit stronger with coefficient of 0.402 compared to the coefficient of 0.386 collected when running regression model between managerial coaching and employee affective Organizational Commitment Moreover, the result of this study also presents the significantly negative impact of managerial coaching on employee turnover intention with the coefficient of -0.191

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positively impacts Employee affective Organizational Commitment with the coefficient of 0.607 while significantly negatively impacts employee turnover intention of -0.350

5.2 Discussion and Implications

The results of this research are consistent with literature review of Managerial Coaching and favorable outcomes managerial coaching could generate for employees working in transportation and logistics companies in Vietnam It did provide further empirical evidence of managerial coaching away from Western Country In particular, it strengthens the theoretical evidences of the outcomes of managerial coaching under Vietnam context, in companies working in logistics and transportation industry

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Also, the negative relation between managerial coaching and employee turnover intention in transportation and logistics could be paid attention to Opposite to the “easy to quit” issue of young Vietnamese employees stating in the introduction part of this theory, the average score of employee turnover intention seems not high which is just 2.88 points There must be some reasons behind this figure such as people not want to quit because the work itself in this new industry is considered as interesting, dynamic and full of challenges (Vietnam Ministry of Trade and Technology, 2018) Although the figure recorded for employee turnover intention is not quite high, organizations still need to lower it as the lower turnover intention is, the better it is for organizations The research results suggested that higher managerial coaching could be a predictor for lower employee turnover intention so enhancing managerial coaching is also one of the solutions to achieve lower employee turnover intention

In addition, managerial coaching is a process which requires the cooperation of both coach and coaches Therefore, to facilitate the managerial coaching of managers, employees should show the cooperation with their direct managers

Even though the results of this study are consistent with the previous literature about managerial coaching taking places in transportation and logistics companies in Vietnam, the question if managerial coaching could work in other industries should be addressed by further studies in the future In addition, for a bigger range, it is still doubtful whether managerial coaching could work under context of other collectivistic, non-western countries which have the quite same economic situations or even less developing situation like Vietnam such as Laos, Cambodia or Myanmar Furthermore, it is also doubtful if managerial coaching could work in some non-Western countries but with individualistic culture like Japan

5.3 Limitation and Direction for future studies

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results of the research may become more precise if more data were collected Besides, all the measured instruments of the surveys were answered and evaluated by employees themselves so the biases in their response could not be avoided In addition, as this study combines all employees at any level providing that they have the direct managers and they are working in transportation and logistics companies in Vietnam, it could lead to distortion in research‟s results Since each level of employees requires a different level of coaching, the result of managerial coaching could be different for employees at different levels

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APPENDIX: SURVEY QUESTIONNAIRE

PART 1: PARTICIPATION INVITATION LETTER

My name is Vu Thi Thuy Tien, the master student of Business Administration at Vietnam Japan University Currently, I am doing a research to investigate The Impact of Managerial Coaching on Employee Job Satisfaction, Organizational Commitment and Turnover Intentions in Transportation & Logistics Companies in Vietnam for my master graduation

For the purpose of collecting data for the research, I am seeking for your kind help to answer my research questionnaires Your answers will be kept confidential and will be used for the purpose of this research only Besides, if you are interested in my research's result or anything else, please not hesitate to contact me (via my email: vu.thuytien.ftu@gmail.com) for the further discussion

Thank you very much for your time and look forward for your participation!

PART 2: CONTENT OF THE SURVEY A Demographic information

1 What is your gender? Male Female

2 What is your direct manager's gender? Male Female What is your age?

< 30 30 - 45 > 45 - 60 > 60 How long have you worked for this current company?

< year - years -

years

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64 What is your current position?

Employee

Team Leader

Head of Department

Senior Director

Director

Others

B Main content of survey

Please answer the following questions based on your level of agreement as follow: point - Strongly disagree

2 points - Disagree points - Undecided points - Agree

5 points - Strongly Agree

I Part 1: Please express your perception upon your direct manager

Strongly

Disagree Disagree Undecided Agree

Strongly Agree “1.1 My manager provides guidance

regarding performance expectation” “1.2 My manager help me to analyze

my performance” “1.3 My manager provides constructive

feedback regarding areas for improvement”

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“1.4 My manager offers useful suggestions regarding how I can improve my performance”

“1.5 My manager acts as a sounding

board for me to develop my ideas” “1.6 My manager facilitates creative

thinking to help solve problems” “1.7 My manager encourages me to

explore and try out new alternatives” “1.8 My manager expresses confidence

that I can develop and improve” “1.9 My manager encourages me to

continuously develop and improve” “1.10 My manager supports me in

taking on new challenges”

Part Strongly

Strongly Agree “2.1 All in all, I am satisfied with my

job”

“2.2 In general, I not like my job ®” “2.3 In general, I like working at my

current job”

Part Strongly

Strongly Agree “3.1 I would be very happy to spend

the rest of my career with this organization”

“3.2 I really feel as if this

organization‟s problems are my own” “3.3 I not feel like „„part of the

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66

“3.4 I not feel „„emotionally

attached‟‟ to this organization ®” “3.5 This organization has a great deal

of personal meaning for me” “3.6 I not feel a strong sense of

belong to my organization ®”

Part Strongly

Strongly Agree “4.1 I am actively looking for a job

outside this company” “4.2 As soon as I can find a better job,

I will leave this company” “4.3 I‟m seriously thinking about

quitting my job” “4.4 I often think about quitting my job

at this company” “4.5 I think I will be at this company