(Luận văn thạc sĩ) the impact of managerial coaching on employee job satisfaction, organizational commitment and turnover intention in transportation and logistics companies in vietnam

VIETNAM NATIONAL UNIVERSITY, HANOI VIETNAM JAPAN UNIVERSITY VU THI THUY TIEN THE IMPACT OF MANAGERIAL COACHING ON EMPLOYEE JOB SATISFACTION, ORGANIZATIONAL COMMITMENT, AND TURNOVER

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

Hanoi, 2019

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

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

Last but not least, I would like to say thank you to all of the participants joining into

my research They play an extremely important role in my study and I know that without their helps, my study could not go to the end

TABLE OF CONTENTS

CHAPTER 1 : INTRODUCTION 8

1.1 Problem statement 9

1.2 Purpose of the study 11

1.3 Significance of the study 11

1.4 Content of the study 12

CHAPTER 2 : 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

In the empirical study in technology companies, Park (2007) did found one of the results of managerial coaching was to reduce employee turnover intention In combination with Organization Support theory, the third hypothesis is built as below: 24 2.6.4 Employee Job Satisfaction, Employee Organizational Commitment and Employee Turnover Intention 25

CHAPTER 3 : METHODOLOGY 26

3.1 Participants and Data Collection Procedures 26

3.2 Measures 26

3.3 Data analysis Methods 27

CHAPTER 4 : 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

4.6.5 Testing hypothesis 5: Employee Job Satisfaction significantly negatively impacts on Employee Turnover Intention 50

CHAPTER 5 : 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

APPENDIX: SURVEY QUESTIONNAIRE 63

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 1 32

Table 4.5: Reliability of Managerial coaching 2 33

Table 4.6: Reliability of measured instruments of employee job satisfaction 1 33

Table 4.7: Reliability of measured instruments of employee job satisfaction 2 34

Table 4.8: Reliability of measured instruments of Organizational Commitment 1 34

Table 4.9: Reliability of measured instruments of Organizational Commitment 2 35

Table 4.10: Reliability of new measured instruments for Organizational Commitment 1 35

Table 4.11: Reliability of new measured instruments for Organizational Commitment 2 36

Table 4.12: Reliability of measured instruments for employee turnover intention 1 36

Table 4.13: Reliability of measured instruments for employee turnover intention 2 37

Table 4.14: Reliability of new measured instruments for employee turnover intention 1 37

Table 4.15: Reliability of new measured instruments for employee turnover intention 2 38

Table 4.16: KMO and Bartlett‟s test 1 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

Table 4.23: HP2 – Model Summary 46

Table 4.24: HP2 – ANNOVA 47

Table 4.25: HP2 – Coefficients 47

Table 4.26: HP3 – Model Summary 47

Table 4.28: HP3 – Coefficients 48

Table 4.29: HP4 – Model Summary 49

Table 4.30: HP4 – ANNOVA 49

Table 4.31: HP4 – Coefficients 50

Table 4.32: HP5 – Model Summary 50

Table 4.33: HP5 – ANNOVA 51

Table 4.34: HP5 – Coefficients 51

LIST OF FIGURES

Figure 2-1: Research Model 25

CHAPTER 1 : 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 do 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)

Over the period of 20 years, the number of managerial coaching studies has risen considerably (Grant, 2011) However, according to Beattie et al (2014), there still

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 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

non-Employee job satisfaction and Organizational Commitment are among the most important and talked about job attitudes that organizations are seeking for Especially, gaining employee job satisfaction is even considered to be the crucial outcome by an effective manager (Schermerhorn et al., 2010) Achieving high level of employees‟ job satisfaction and Organizational Commitment is believed to be a way of enhancing the performance among employees which contributes well for the development of organizations In addition, one of the employees‟ behaviors that organizations also pay much attention to is employee‟s turnover intention 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 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 do

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 2 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 2 figures

According to Statistics figure of Vietnam Ministry of Industry and Trade, there are about 23,000 companies working in this field in 2016 but more than 90% of them are small and super small companies In spite of its huge potential and quick growth, the

lack of well-educated labor force is among the 3 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 5 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?

2 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

This study will contribute more theoretical and practical evidences of Managerial Coaching under the context of Vietnam, especially among Transportations & Logistics

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 1 – Introduction: Giving the general information of research problems

Chapter 2 – Literature review: Reviewing and synthetizing the past literatures which are related to this study

Chapter 3 – Methodology: Explaining the method using in this research

Chapter 4 – Results and Findings: Displaying and analyzing the results of the study Chapter 5 – Discussion: Discussing the results found in the research, pointing out some limitations and proposing the direction for further research in the forthcoming time

CHAPTER 2 : REVIEW OF LITERATURE

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

There are various ways to define coaching in organizations based on the different viewpoints (Hamlin, Ellinger & Beattie, 2009) The first and traditional one, but old

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

often spectacular results in their business Coaching is about

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.”

Ellinger et al

(2010)

“Provided by a supervisor or manager serving as a facilitator of learning The manager or supervisor enacts specific behaviors that enable the employee (coachee) to learn and develop, and thereby improve performance.”

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

Orth et al (1987) “1 Observational skills

2 Analytical skills

6 Adaptability and cognitive flexibility

7 Intelligence, ability to learn

8 Willingness to learn, non-defensiveness

9 Developmental orientation and self-awareness

10 Understanding of human behavior”

2 Broadening employees‟ perspectives

3 Question framing to encourage employees to think through issues

4 Stepping into other‟s shoes to shift perspectives

5 Providing feedback to employees

6 Soliciting feedback from employees

2.1.4 Managerial Coaching in Collectivistic Cultures

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

2.2 Employee Job Satisfaction

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 adequacy.”

pay-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.”

“Affective commitment refers to the employee‟s emotional attachment to and involvement in the organization” In this case, employees remain in the organizations

in a voluntary way as they want to do that

“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 do

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

Organization Support Theory is used to frame the relations between Managerial Coaching and other variables in this study Organization Support Theory, which was started by Eisenberger et al (1986), tries to interpret the reciprocation between employees and organizations Eisenberger et al (1986) argue that “employee in an

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 do 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

This study is aimed to investigate the impact of Managerial Coaching on Employee Job Satisfaction, Organizational Commitment, Turnover Intention and explore the relationship among Employee Job Satisfaction, Organizational Commitment and Turnover Intention in transportation and logistics companies in Vietnam

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

Managerial coaching could impact on Employee Organizational Commitment in several different ways First of all, for employees who always want to develop themselves, managerial coaching may likely make organization become a more

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

In the empirical study in technology companies, Park (2007) did found one of the results of managerial coaching was to reduce employee turnover intention In combination with Organization Support theory, the third hypothesis is built as below:

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:

CHAPTER 3 : 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

3.2 Measures

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 do not feel like „„part of the family‟‟ at my organization” and “I do 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

Secondly, the Exploratory Factor Analysis (EFA) will be run to let the test group the analyzing factors based on the actual data

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

Finally, the data will be processed by linear regression to test the building hypotheses

of this research

CHAPTER 4 : 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

Over 3 to 5 years 20 13.51%

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

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

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”

3.96 0.89 1.00 5.00 148

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

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

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

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

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

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

AC5 “3.5 This organization has a great deal of

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

ACA Average 3.41 0.82 1.00 5.00 148

TI1 “4.1 I am actively looking for a job outside

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

TI3 “4.3 I‟m seriously thinking about quitting my

4.3 Reliability tests

4.3.1 Measured instruments of managerial coaching

Table 4.4: Reliability of Managerial coaching 1