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As competitive pressures persist and global economic influences continue to present new challenges, businesses need to be able to respond to emerging circumstances. Goal-setting and planning are key mechanisms contributing to organizational competitive success, yet organizations underappreciate the role of competency and capacity building factors that contribute to successful planning. This paper integrates three theoretical models enabling an investigation into the positive relationships between managerial activities generating information feedback, training in planning and skills and organizational performance outcomes, while exploring the positive mediating roles of goal-setting and planning.

A unique organizational sample of agribusiness producers (n = 499) in Canada is examined. A structural equation path analysis model is used to evaluate the main relationships.

The results suggest that organizations are finding that managerial and training activities should not be considered in isolation, but rather as supports for goal-setting, planning and performance outcomes. Thus, the implications are that managers can find organizational value enhanced through the building of human resource competency (e.g. management activities and training) with these emerging capacities aiding goal setting and planning activities.

This study makes three main contributions: first, by adopting a rational-design perspective and integrating theoretical frameworks focusing on (a) planning-performance and (b) goal-setting-planning. This extended model goes beyond previous studies by including managerial activities, training, goals, planning and performance outcomes. Second, this study uniquely accounts for a more comprehensive set of key confounding factors such as operational activities, organizational strategy and organizational size in the integrated framework. Finally, as far as the authors are aware, there has not been a survey study at the organizational level that has explored the role of managerial activities and training in planning within a similarly comprehensive model.

This study aims to determine whether and how objectives and key results (OKRs) help employees collaborate and innovate.

A total of 295 executives and operational staff from two types of organizations – large corporations and start-ups – that have adopted OKRs were interviewed. Content analysis was performed.

Based on the opinions of executives and operational staff from both large organizations and start-ups, OKRs encouraged employee collaboration and innovation.

This study adopted a qualitative method; thus, the generalizability of the results might be limited. Therefore, more samples are required for statistical testing in future studies.

Managers can adopt OKRs and use them to encourage employee collaboration and innovation. OKRs should not be linked to employee compensation and clear and challenging goals should be set.

This study enhances the existing knowledge boundary, as to the best of the authors’ knowledge, no study has investigated the effect of OKRs on employee collaboration and innovation in two different types of organizations: large organizations and start-ups.

This paper aims to explain and determine the effect of rewards on employees’ autonomy by investigating the mediating effect of enabling controls on their relationship.

A three-wave survey strategy has been used to collect data from the alumni of a French business school. Structural equation modelling has been used for measures validating and hypotheses testing.

The study reveals a positive relationship between rewards and autonomy, mediated by enabling controls.

The study guides the process of administrating rewards to employees in a way that maximizes their autonomy, highlighting the crucial role of supervisors through enabling controls.

The study strives to create consensus regarding the long-existing debate on the effect of rewards on employees’ autonomy with the help of organizational theory literature. By considering the role of enabling controls, it provides a unique, cohesive framework to illustrate the intertwined relationship between the constructs.

Sustainability continues to be put forth as a strategic priority. However, sustainability efforts are often deemphasized for short-term profitability. This study explores the nuances in managerial decision-making related to adopting sustainability initiatives within food supply chains in an emerging economy. We identify a complex interaction between sustainability efforts and risk mitigation. We derive a model to explain conflicting company goals, managerial decisions and system design.

We followed an exploratory research design with an inductive approach. We analyzed data from semi-structured interviews with 29 companies representing different tiers in Turkish food supply chains. We refined and validated the interview findings through a focus group with nine senior managers. We conducted open, focused and theoretical coding in an iterative and reflective manner to analyze the data and derive our results.

From the data, three themes emerged, indicating that managers are pursuing different, often conflicting, goals concerning value creation, risk management and sustainability performance. Managers identified and commented on new risks brought on by sustainability initiatives. These sustainability-induced risks were seen as a threat to operational performance, a driver of increased costs and a negative impact on product quality and delivery performance. Trade-offs across operating, sustainability and risk management systems create transformational tension that confounds the sustainability adoption decision-making process.

The data from the study was contrasted with a theoretical framework derived from systems theory, goal-setting theory of motivation and the theory of planned behavior. We identified four distinct decision paths that managers pursue. Increased awareness of transformational tension and how it influences managerial decision-making can enhance strategic sustainability system design and initiative success.

This study evaluates how well Victorian local councils’ procurement policies align with the sustainable and circular economy (CE) approach that prioritises sustainable and regenerative practices. It proposes a set of criteria designed to effectively integrate environmental sustainability issues into purchasing policies.

Employing the Specific, Measurable, Assignable, Realistic and Time-bound (SMART) framework, a multi-dimensional content analysis guided by the goal-setting theory was applied to evaluate all 79 Victorian local councils’ procurement policies. This approach provided an assessment of policy specificity, measurability, assignability, realism and time sensitivity in promoting environmental sustainability through purchasing policies.

The findings underscored a significant deficiency in policy adherence to all SMART criteria concerning environmental sustainability, hindering the effective green purchasing decisions within government entities. This lack of integration of greening in purchasing policy poses challenges for manufacturers of waste-derived goods, obscuring the procurement objectives of these critical public sector customers.

The paper contributes to the sustainable procurement (SP) discourse by proposing guidelines aimed at improving the efficacy of governmental purchasing of sustainable products. These guidelines address the broader imperative to mitigate the environmental impacts of governmental spending on less sustainable goods, thereby fostering ecological sustainability and promoting responsible consumption.

While past studies have often relied on subjective content analysis methods, the SMART assessment used to develop the environmental sustainability criteria for purchasing policies, which distinguishes this study from previous governmental policy evaluation studies. This approach marks a departure from traditional governmental policy evaluation studies, offering a more structured analysis of policy effectiveness in promoting SP practices.

The purpose of this paper is to present for practitioner (manager) consideration an approach to a collaborative learning and problem-solving effort by a manager in partnership with an employee. Fundamentally, in place of manager direction and expertise applied to employee learning, the approach is grounded on manager-employee collaboration that makes use of an approach to learning to: (1) address some work-based problem or issue, (2) share typical leadership roles of goal-setting and problem solving, and (3) jointly working to improve the knowledge, skills, and personal attributes of each partner.

The concept of reciprocal reflective approach to learning (RRAL) is created by consideration of some factors that are consolidated, ultimately, to yield an approach to change. They include shared efforts in goal-setting and related tasks, identification of knowledge and skill areas linked to the performance and growth of each of the partners, and the use of a specific learning model.

The approach presented can be achieved yet requires much attention by each participant. Reciprocity means that each participant is involved in their own increases in knowledge and skills as well as aiding their partner in her/his improvements. Problem solving is also a large component of their efforts as is relationship building.

The approach embraces how reciprocal action can go well beyond problem solving and includes manager and employee interest and attention in helping each other to learn, change, and recognize growth in personal attributes.

This manuscript examines how university coaches can use the Classroom Check-Up (CCU; Reinke et al., 2008) to support continuous school improvement efforts around teacher practice within a PDS model and how collaboration between university faculty can increase their coaching self-efficacy.

The paper is conceptual in that it presents an innovative idea to stimulate discussion, generate new ideas, and advance thinking about supporting educator coaching efficacy in school-university partnerships.

The paper provides insights and ideas for using a collaborative faculty coaching model based on the CCU (Reinke et al., 2008). Each coach provides insight about adapting the model to fit teacher, school, and district needs. Moreover, coaches report on how collaborating impacted their coaching self-efficacy.

This paper fulfills an identified need to support continuous school improvement efforts amid a teaching shortage using a collaborative faculty coaching model. Moreover, the authors explore “coaching self-efficacy” as a rare but valuable construct that is impacted by peer feedback.

The main purpose of this study was to explore how engaging in lesson study enhances secondary school mathematics teachers’ pedagogical practice in lesson planning in Jimma, Ethiopia.

The study employed a design-based research approach with qualitative and quantitative data collected from two secondary schools, and 12 mathematics teachers. A purposive sampling technique was used to select participants. Interviews, observations, questionnaires and document analysis were the main sources of data. Qualitative data were analyzed using themes with the support of Atlas-ti qualitative data analysis software. Quantitative data were analyzed using the Wilcoxon ranked signs test.

The findings revealed that engaging secondary school mathematics teachers in lesson study enhanced their lesson planning competence. As a result, teachers began to carefully plan detailed lessons, use curriculum materials and create more student-oriented lessons. Lesson study was found to be a potent model on which to build secondary school mathematics teachers’ lesson planning competence. Hence, it would be rewarding to integrate lesson study into the present school-based teachers’ pedagogical capacity-building program in the study settings.

The data were collected from particular localities with a small sample size in the quantitative phase. Therefore, it is difficult to generalize to the entire secondary school teachers in the country. However, thick descriptions were provided that would allow readers to determine the transferability of the findings to their specific school context. Future research should investigate the effects that enhanced TPP in lesson planning has on teachers’ mathematics teaching in more schools using a larger sample size.

This study provides insight into and empirical evidence of how engaging in the process of LS is essential to enhance teachers’ lesson planning competence. It adds important knowledge to a small but growing model of lesson study research. It also informs future researchers in the practical use of LS where lesson planning is a crucial concern in many secondary schools of the country.

This research was originally conducted to build mathematics teachers' pedagogical practice in lesson planning through lesson study in Ethiopian secondary school contexts.

This article aims to explore the relationship between perfectionism and job performance to suggest opportunities for organizational learning and development.

The article examines and contextualizes existing research on perfectionism for organizational learning and development. This study identifies gaps and puzzles in the perfectionism-performance relationship and provides practical insights for leaders and managers.

The study's findings suggest trends in the perfectionism-job performance relationship and have practical implications for organizations. The study also proposes practical ideas, a framework for future research and interventions that organizations can use to promote excellence in the workplace.

This article is original in its focus on the relationship between perfectionism and job performance, and it contributes to both research and practice by discussing the academic and practical aspects of perfectionism in the workplace.

The purpose of this paper aimed primarily at the practitioner is to offer foundational information regarding reciprocal-reflective approach to learning (RRAL). Presentation and explanation include conceptual and theory grounding of the processes to be initiated by a manager for collaboration with an employee. A detailed model reflective of the approach is presented. Conceptual and practice-aimed information may be adapted for training and development.

Explanations of employee learning often place the manager in role(s) of teacher, guide, coach and/or expert. Proposed here is an approach in which manager and individual employee, jointly, make use of a learning approach which is representative of an experiential, action or problem-based form of learning from which they both can learn. The manager can initiate the process in which both participants collaborate to identify some specific, shared learning goals aimed at the matters under consideration. Other goals, likely more personal in the case of each participant, may also be identified and efforts made to help one another attain progress regarding such goals. The RRAL process as explained mirrors a bifurcation of instrumental behaviors (focus on learning activities) and emotional behaviors (caring and sharing resulting in a strengthened relationship and trust).

Relying on research that clearly identifies various supportive behaviors on the part of the manager, a detailed example of a plan is provided. The plan is driven by shared aims, focus, feedback and adjustment. In addition to individual learning goals, the manager has the opportunity to make her/his own role adjustments that lead to positive, supportive actions stimulating the quality of the relationship with the employee including the building of trust.

Using the example provided as a guide can be very helpful to a manager with limited experience in instigating employee learning and change. Initial use may be regarded as an experiment subject to much analysis and discussion by both participants as they contemplate how to work together in future reciprocal learning endeavors.

Currently, there is little research available that expresses how manager and employee can work as partners on some matter (change, problem, improvement) in a collaborative, reciprocal fashion. This paper, as an example, should demonstrate that skills and knowledge of both participants can improve and progress made regarding the issue at hand. The RRAL can be fashioned by the participants to yield progress and a more positive relationship.