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The purpose of this paper is to establish whether all the dimensions of individual learning behavior matter for self-employment practice among youths, using evidence from Uganda.

This study is a correlational and cross-sectional type. A questionnaire survey of 393 youths was used. The data collected were analyzed through SPSS.

The results indicate that meaning-oriented learning behavior, planned learning behavior and emergent learning behavior do matter for self-employment practice among youths in Uganda unlike instruction-oriented learning behavior.

This study focused on self-employed youths who have gone through tertiary education in Uganda. Therefore, it is likely that the results may not be generalized to other settings. The results show that to promote self-employment practice among youths, the focus should be put mainly on meaning-oriented learning behavior, planned learning behavior and emergent learning behavior.

This study provides initial evidence on whether all the dimensions of individual learning behavior do matter for self-employment practice among youths using evidence from an African developing country – Uganda.

The central challenge of management development is to control and manage the learning process of managers, focused on individual development and career success and/or reaching organisational goals. This article examines the two seemingly opposed assumptions that either management development comes with experience, job‐rotation and learning on the job or as a result of coaching, mentoring and tacit development programmes that tend to attract younger recruits. It concludes that each assumption includes a part of the truth. Thus, the job, the work environment, and the individual employee characteristics play a role. The article seeks to improve the understanding of the influence of these factors. It focuses on the interaction between developmental characteristics of the job, the learning behaviour of individuals, and the consequences of this interaction for career success of managers.

This study aims to explore, as an answer to the observed lack of knowledge about actual team learning behaviours, the characteristics of the actual observed basic team learning behaviours and facilitating team learning behaviours more in-depth of three project teams. Over time, team learning in an organisational context has been investigated more and more. In these studies, there is a dominant focus on team members’ perception of team learning behaviours.

A coding schema is created to observe actual team learning behaviours in interaction between team members in two steps: verbal contributions by individual team members are coded to identify the type of sharing behaviour and, when applicable, these individual verbal behaviours are build up to basic and facilitating team learning behaviours. Based on these observations, an analysis of team learning behaviours is conducted to identify the specific characteristics of these behaviours.

An important conclusion of this study is the lack of clarity about the line of demarcation between individual contributions and learning behaviours and team learning behaviours. Additionally, it is clear that the conceptualisations of team learning behaviour in previous research neglect to a large extend the nuances and depth of team learning behaviours.

Due to the innovative approach to study team learning behaviours, this study is of great value to the research field of teamwork for two reasons: the creation of a coding schema to analyse team learning behaviours and the findings that resulted from this approach.

Describes research into managers′ experiences of significant organizational change attempts. The research project was aimed at developing frameworks which: describe, illuminate and enable a better understanding of managers′ journeys through organizational change; serve as a template for bringing together the very diverse and fragmented literature relating to individuals experiencing change; highlight issues and pointers for the design and facilitation of effective organizational change initiatives. The first part describes the context, spirit, intentions, sample and methodology of the research. Also, reviews a broad range of literature which can inform our understanding of individuals in change. Propounds the need to open up the “real world” of organizational change, as perceived and experienced by managers, rather than any “ideal” view of how that world is desired or supposed to be. Presents and discusses research findings on the sensed and initiating “primary” triggers for change‐that is, the formal and communicated organizational change objectives; and the perceived and felt “secondary” triggers for change‐that is, the issues raised by, and the implications of, the organizational changes for individual managers. The second part presents a framework depicting the phases and components of managers′ journeys through organizational change. On the framework, the experience of managers can be located, in terms of their thoughts, feelings and behaviours, as the processes of change unfold. While each manager′s journey was found to be unique, the framework proved to be ubiquitous in enabling the mapping of all the managers′ journeys, and it also accommodates literature on phenomena as diverse as learning, personal transition, catastrophe and survival, trauma and stress, loss and “death”, and worry and grief. The findings emphasize the profoundness and deeply felt emotionality of many managers′ experiencing of change in organizations. Finally, identifies the outcomes of managers′ journeys through significant attempts at organizational change. Also presents the reported helping and hindering factors to those journeys. Implications of these findings are pursued, particularly in terms of the leadership and development roles and behaviours required, if the organization and its management are to move beyond simply requiring change towards actively facilitating its achievement.

The purpose of this study is to review literature on the relationship between leadership and workplace learning, to critically analyze and discuss findings and to suggest future research paths based on the synthesis.

This study applied a refined literature review process leading to a selection of 40 articles, which originated from 14 internationally acclaimed journals.

When explaining leadership influence regarding individual and team learning, the concepts of role modeling behavior, relational support and negotiation of meaning is significant. If leaders provide support, show exemplary behavior and negotiate individual arrangements with employees, workplace learning development is positively affected.

Future studies should focus on empirical cases further illustrating how the leader–employee relationship is formed in practice, to further understand differences in leadership influence on employee workplace learning.

The gathered knowledge implicates that carefully designed leadership training programs and personalized work arrangements between leader and employees are beneficial for leader’s ability to influence employee workplace learning.

The reviewed studies were solely published in top management journals, which resulted in an original literature selection. This study also discusses implicit or articulated assumptions about the view of learning in the selected studies, offering additional understanding about the underlying learning views in leadership–workplace learning research.

The purpose of this study is to investigate the mediating effect of work engagement on the relationship between learning organization and innovative behavior.

This study used surveys as a data collection tool and implemented structural equation modeling for empirically testing the proposed research model.

The study found that learning organization culture makes a direct and indirect impact on employees' innovative work behaviors. Results from hierarchical multiple regressions and structural equation modeling supported that work engagement fully mediates the relationship between the learning organization and innovative work behaviors.

HRD practitioners can develop effective interventions to enhance their employees' innovative behavior by devoting efforts to create a workplace that promotes collaborative learning culture and work engagement.

This study is valuable to HRD specialists interested in developing effective interventions that encourage employees to engage in innovative behavior.

This study, which consists of two parts, investigates the influence of structure on the learning of individuals in organizational settings. This second paper (Part II) builds on the conceptual paper (Part I) and explores the relationships between three structural dimensions of individual work – formalization, specialization and standardization – on employee learning behavior.

Multiple regression analysis was used to test the proposed relationships. Data were gathered in a large multinational corporation; 90 employees from 12 units participated in the research.

The results offer support for some of the proposed hypotheses, showing that employee learning behavior varies depending on how activities are structured. Employees perceiving their work to be less structured, with lower formalization, standardization and specialization, rely on external sources of knowledge and experience double-loop learning, whereas employees with a more structured work are inclined to an individual learning style. Structure thus determines learning.

Because this exploratory study used a single-company research setting, the use of multiple companies from different industries and additional measures of learning behavior are proposed to increase generalizability. A quasi-experimental research design would add to causality claims.

Implications for broader organization design practice to stimulate learning are proposed. Managers should be aware of the distinct impacts different structures have on learning behavior.

This paper contributes to the discussion on the relationship between structure and the learning of individuals at work.

This paper aims to explore the relationship between team learning and individual performance and examine the mediating effect of individual reflection on such relations. As a contextual factor, the moderating role of psychological safety is investigated in the team learning–individual reflection relationship.

This paper is based on a survey with 229 effective participants, which included enterprise managers and their colleagues from part-time MBA program in one university located in Beijing, China. Path model is conducted to test the hypotheses proposed in this paper.

The results indicate that team learning is positively associated with individual reflection and performance. Individual reflection plays a mediating role between the relationship between team learning and individual performance. Perceived team psychological safety positively moderates the relationship between perceived team learning and individual reflection, such that the positive relation is more significant when employees perceived higher psychological safety.

This paper has both theoretical and practical implications. Theoretically, the authors establish the direct and indirect relationship between team learning and individual performance and aim to find additional support for Edmonson’s view suggesting that psychological safety would facilitate learning behavior. In terms of practical implications, the authors point the importance of developing learning teams and promoting individual learning.

The purpose of this paper is to answer the theoretical and practical calls for an examination of the multi-level effects of empowering leadership on creativity. In addition, it attempts to link empowering leadership to creativity from the perspective of information processing, which is different from traditional mechanisms of psychology.

Based on the perspective of information processing, the authors tested how and why different levels of empowering leadership may relate to team and individual creativity. Multi-source data were collected from 62 team leaders and 295 team members. Statistical methods, such as the hierarchical linear model, hierarchical regression analysis, and bootstrapping tests, were used to analyze the data.

The results show that team and individual learning mediate the effects of empowering leadership on creativity at the team and individual levels. Interestingly, the authors also found that team learning negatively moderates the indirect and positive effect of individual empowering leadership on individual creativity.

The main limitation of this study is that the authors used cross-section data instead of longitudinal data to analyze the causal relationship. As such, the results may not truly reveal the causality.

The findings indicate that empowering leadership is important for stimulating both individual and team learning; thus, it benefits different levels of creativity. In addition, the results also suggest that there are interplay between different level mechanisms, and empowering team leader should trade-off individual and team learning effects in order to promote both team and individual creativity effectively.

This study contributes to the existing literature by providing a multi-level and cross-level analysis of empowering leadership and creativity. It clarifies how empowering leadership stimulates individual and team creativity at different levels simultaneously.

This paper presents some preliminary findings of a study in the field of work‐related learning and management development from a managerial perspective. The interaction between individual and organisational characteristics builds the frame of reference to establish a management learning model, which offers insight in the dependence between the learning context and learning behaviour. Relationships between learning behaviour and learning opportunities are investigated. The results show that obstacles tend to increase the level of instruction oriented learning, and transitions seem to affect the level of meaning oriented learning in a positive way. From this explorative study is suggested that further research should test these findings in relation to job performance and career success.