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Deliberate practice, an iterative process, has garnered increasing attention of researchers and practitioners in entrepreneurship and business domains in the recent years. However, research studies are on rise that found its positive correlates with superior performance. Nevertheless, whether the relationship always holds positive is an intriguing question that wedged the authors’ attention to probe the causal mechanism that might scrutinize the association otherwise. The purpose of the study is to build on the social cognitive theory and the attribution theory to project that deliberate practice deteriorates innovation performance due to augmented creative self-efficacy (CSE). While, individuals who draw on their mindfulness can overcome the harmful effects of increased CSE on innovation performance, subsequently translating deliberate practice into enhanced innovation performance through CSE.

The authors gather data from 312 entrepreneurs in the small and medium enterprises using a time-lagged research design and analyze the results using SmartPLS (v 4.0).

The findings reveal that deliberate practice significantly affects CSE of entrepreneurs. Besides, deliberate practice negatively influences innovation performance through CSE. In addition, the study finds that mindfulness significantly moderates the relationships between CSE and innovation performance and deliberate practice and innovation performance through CSE.

This is the first study that examines a moderated mediated model of CSE as a deteriorating agent and mindfulness as a coping mechanism between deliberate practice and innovation performance of entrepreneurs. The study highlights several essential theoretical and practical implications.

Organizations learn semi-automatically through experience or consciously through deliberate learning efforts. As there seems to be a “black-box” in the possible linkages between deliberate learning and new practice implementation, this paper aims to develop and test a process model, linking deliberate learning and new practice implementation through complementary competencies of task and environmental flexibility.

As part of a field study, health-care improvement program (to transfer the improvement training program for new practice implementation) of 186 HCUs was used for testing our hypothesis. In addition to descriptive statistics, multiple hierarchical regressions and bootstrapping were used to test the study hypotheses.

Findings suggest that deliberate learning is positively and significantly related with new practice implementation, and dynamic capabilities in the form of task and environmental flexibility mediates this relationship.

The present study makes theoretical and practical contributions by linking literature from new practice, organizational learning and dynamic capabilities; and by delving into the deliberate learning activities undertaken by health-care units.

Organizational learning in health care has almost become inevitable today due to the ever-changing dynamics of the industry. Barring handful of studies, the current state of literature is almost entirely tilted towards experience-based learning and deliberate learning is not well studied. To address this gap, the study aims to develop and test a process model linking development of dynamic capabilities with deliberate learning and new practice implementation. Further, findings of this study will help organizations and managers to understand and thereby effectively manage new practice implementation process through the use of deliberate activities.

This chapter uses the expertise literature (e.g., Ericsson et al., 2018; Ericsson & Pool, 2016) to explore ways that entrepreneurship education might be enhanced through the deliberate practice of specific entrepreneurial behaviors and cognitive skills. What is appealing about the use of expertise methods and theory is the application of very rigorous standards for improving behavioral and cognitive skills that are correlated to better outcomes. The authors suggest that an expertise approach challenges entrepreneurship educators to identify what aspects of the entrepreneurial process might be “deliberately practiced” and to consider modifying aspects of training entrepreneurs to better develop their entrepreneurial capabilities.

The purpose of this paper is to theorize on the mechanisms underlying the development of entrepreneurial expertise. While prior studies have identified differences between the behavior of novice and expert entrepreneurs, the mechanisms that cause these differences have not received sufficient attention.

This paper systematically reviews the extant literature on entrepreneurial expertise and builds the conceptual framework by employing an action-control belief framework to propose mechanisms underlying the development of expert behavior.

This paper argues that differences in behavior between novice and expert entrepreneurs stem from self-perceptions of their ability to act. More specifically, stronger action-control beliefs encourage entrepreneurs to create new interpretations of the world over time; develop and use strategies that allow them to rely on perceived control over means and ends, their perceived capacity, and their agency; and hence behave more like experts.

This paper suggests that strategy, capacity, and control beliefs are key in individuals’ decisions of whether to engage in entrepreneurial action and that expert entrepreneurs hold stronger beliefs than novices. Positive experiences, particularly those associated with deliberate practice, contribute to developing these beliefs and, more broadly, to entrepreneurial expertise.

This paper proposes that the mechanism of transformation from novice to expert behavior can be attributed to positive changes in deeply held beliefs about strategy (i.e. possible means-ends frameworks), capacity (i.e. access to means), and control (i.e. perceived efficacy). Each of the beliefs can develop separately from others and at different pace. In other words, this work explains why novice and expert entrepreneurs behave differently.

The purpose of this paper is to explain how the process that occurs before an entrepreneurial failure event provides a coached learning setting that creates entrepreneurial expertise.

This is a conceptual paper drawing on the literatures of expert information processing theory and deliberate-practice expertise development to suggest a model and propositions that flow from the analysis.

Adding to the expert performance literature – specifically the introduction of the notion of emergent practice – this paper proposes that the intensity of the fight to avoid entrepreneurial failure, the duration of the fight, the content required in that fight, and the clarity and rapidity of feedback received, are associated with the creation of entrepreneurial expertise.

This paper complements research on learning from failure by exploring how significant learning before entrepreneurial failure either occurs or is avoided, can lead to the creation of entrepreneurial expertise.

This research provides guidance for entrepreneurs engaged in the fight to avoid entrepreneurial failure, and suggests ways for prospective supporters to better assess entrepreneurs with failed ventures in their history.

The paper applies the deliberate-practice concept, common in sports, games, and the arts, to an “emergent practice” setting; that is, within a real-life (marketplace) setting within which the “fight” to avoid entrepreneurial failure functions as the “coach”; and it describes how the learning necessary for the creation of entrepreneurial expertise likely takes place.

Deliberate practice (DP) is an innovative training method for improving psychotherapy skills acquisition and expertise in the twenty-first century. I introduce the reader to the principles and processes of DP and the rationale for its use. The concept of DP is not new, indeed it is used to support the improvement of performance in diverse areas, from sport to music. However, its application to psychotherapy is still in its infancy. Firstly, I provide the rationale for including DP as a method of therapist training based on research that illustrates that many of the current criteria that we use to identify expertise have little to no added impact on client outcomes. Additionally, some of the limitations of current traditional training regimes are outlined, along with the emerging evidence base for DP as a training method that can help improve the acquisition of therapeutic skills and expertise.

By exploring “what is strategic improvisation in organizations?” the authors respond to advances in strategic improvisation (SI) conceptualization with an emphasis on the challenges of combining unplanned but deliberate responses to relentlessly changing environments, in which strategy becomes increasingly improvised.

An integrative review was conducted with the potential to develop new theoretical approaches to research problems. This literature review resulted in an introductory SI framework.

The authors propose a SI conceptual framework combining foundation, structuration and capillarization. While foundations comprise extemporaneity, novelty and intentionality, considered as triggers for the manifestation of SI, in this study structuration refers to the combination of a minimal structure and a reassessment process in response to unexpected situations. Capillarization means interaction patterns characterized as spontaneous, dynamic and collaborative. This framework leads to the definition of SI as an impromptu deliberate action stream, combining unplanned responses with intentional actions sustaining the convergence of strategy and operation, to integrate and reconfigure resources at the strategic level.

SI in practice considers reconfiguring the internal and external forces to deal with unexpected events and impromptu deliberate responses to face rapidly changing environments. This would enable practitioners and managers to prepare for eventualities that evolve dynamically and spontaneously, and unpredictable imminent global crises.

The authors conducted the first study mapping improvisation as a strategic organizational level phenomenon. SI is recognized as operating across levels, from the tactical and functional to the strategic.

Although CLS has been implemented in China for over a century, it is barely known to educators internationally. The purpose of this paper is to synthesize the salient characteristics of Chinese lesson study (CLS), introduce the major themes of this special issue, and invite dialogues about the theories and practices of CLS.

The authors of this editorial paper conducted an extensive literature review on CLS, analyzed the contents and methods of the existing research categorically, compared CLS with other models of LS globally, and present this special issue articles and their major contributions thematically. The theoretical framework of the paper relies mainly on cultural theories and theories on research paradigms such as improvement science, which explain why and how CLS functions in Chinese education system over time.

Existing studies suggest that CLS is a deliberate practice for developing instructional expertise, a research methodology for linking research and practice, and an improvement science for instruction and school improvement system wide. In addition to the theorization of CLS, this special issue also introduces some adaptations of CLS outside of China such as the USA and Italy.

This paper, for the first time, spells out some salient features of CLS, and discusses issues in adapting CLS in other parts of the world. It will enrich the understanding of LS theories and practices in China and promotes trans-cultural development of LS internationally.

The purpose of this paper is to examine how teachers improve core instructional practices in teaching mathematics for problem solving through lesson study (LS). The core practices included launching a task, implementing a task, and orchestrating students’ solutions.

This study adopted multiple case study and survey methodologies. Each of three LS groups developed a research lesson on problem solving in algebra through Chinese LS, which includes collaborative planning and repeated teachings/debriefings of the research lesson with support from experts. The data collected included lesson plans, videotaped research lessons and debriefing meetings, and an end-of-project survey. Case studies supported by survey data were utilized to describe how research lessons were improved and what teachers learned from LS.

A fine-grained analysis of the data revealed that the participants improved their strategies for teaching for problem solving, which included effectively launching tasks, strategically implementing tasks, and productively orchestrating students’ solutions to the tasks. Further, analyses revealed that the feedback from experts during debriefing meetings played crucial roles in making these changes. Moreover, participants learned how to implement these core instructional practices and changed their views about students’ learning.

The study uncovers the mechanisms about how teachers improve teaching and their expertise in teaching through Chinese LS. The importance of the dynamic between repeated teaching and immediate feedback from knowledgeable others is highlighted.

The purpose of this paper is to develop a rich and textured narrative that utilises scholarly evidence, empirical research, and practitioner knowledge to shape, inform, and extend understanding of the leadership practice of “excelling at work” as it is enacted for zeitgeist organisational challenges.

In order to achieve this, it traverses a temporal timeline from circa 350 BC to the present millennium, to examine extant theories and concepts and emerging wisdom at the intersection of domains as seemingly diverse as neuroscience, cognitive and social psychology, contemplative practice, positive psychology, and organisational behaviour and leadership.

Complex environments require individual and collective agency for efficacious and adaptive responses. Extant theories and new insights on effectance, meaningful work, signature strengths, purposeful attention, self-control, deliberate practice, grit, explanatory styles, and mindsets amongst others, interconnect and at times intersect to form an empirically validated narrative on the augmented leadership practice of excelling at work in challenging times.

Overcoming zeitgeist challenges adaptively, requires organisations and their people to excel at work. Innovative combinations and connections of key constructs and concepts, underpinned by empirical evidence from a variety of disciplines, explicate the nature and enactments of this vital leadership practice of excelling at work.