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Encountering work failures is not uncommon for employees. Employee learning from work failures is critical to knowledge management and employee development. This study aims to examine leaders’ role in facilitating employee learning from work failures.

A two-wave survey featuring full-time employees in China was conducted to test the hypotheses. Linear regression analyses were adopted.

Leader consideration and leader structure initiation are positively related to employee learning from work failures. Leader structure initiation strengthens the positive relationship between leader consideration and employee learning from work failures. Employee intrinsic motivation mediates the interactive effect of leader consideration and leader structure initiation on employee learning from work failures, such that leader structure initiation strengthens the positive relationship between leader consideration and employee learning from work failures through employee intrinsic motivation.

Despite the importance of employee learning from work failures, little is known about leaders’ role in facilitating such behavior. Whereas leader consideration and structure initiation are distinct and sometimes even competing, this study suggests that they complement each other to exert positive influences on employee learning from work failures. In addition, this study identifies an underlying influence mechanism.

Based on social information processing theory, this paper aims to explore how and when leader self-deprecating humor may spark subordinate learning from failure. The authors cast perspective taking as a novel explanatory mechanism for this indirect effect, and further consider leader–member exchange as a boundary condition of the relationship.

The authors tested the hypotheses by conducting a multiwave and multisource survey of 604 members from 152 teams in a Chinese high-technology company.

Results of multilevel path analyses demonstrate that leader self-deprecating humor positively influences subordinate learning from failure via perspective taking. Further, this mediation effect is stronger at higher levels of leader–member exchange.

This study contributes to the theoretical understanding of the relationship between leader self-deprecating humor and subordinate learning from failure. However, the research design was not longitudinal or experimental, and thus the authors were unable to make strong inferences about absolute causality.

The work yields useful insights for practitioners aiming to encourage subordinates to learn from failure.

This study provides evidence that leader self-deprecating humor can stimulate subordinate learning from failure via perspective taking, and the indirect effect is further strengthened by leader–member exchange. The findings offer new directions for research on leader self-deprecating humor and learning from failure.

This study aims to empirically examine the influence of management control systems (MCSs) on knowledge acquisition from innovation failure (KAFIF), which further impacts empowerment, creativity and organizational innovation. This study argues that enabling an MCS positively influences KAFIF, whereas controlling the use of an MCS negatively influences KAFIF. Further, KAFIF positively impacts empowerment, creativity and organizational innovation.

This study aims to create a comprehensive stimulus–organism–response (S-O-R) framework. This framework includes an MCS (belief, interactive, boundary and diagnostic) as a stimulus, KAFIF as an organism and creativity, empowerment and organizational innovation as responses. The data were gathered using an online survey administered to a sample of 321 employees working in India’s micro, small and medium enterprises and analyzed using partial least squares structural equation modeling.

The results indicate that there is no correlation between belief control and the acquisition of knowledge from the failure of innovation, interactive control has a positive association with KAFIF and boundary control has no relationship with KAFIF. Diagnostic control has a significant negative association with KAFIF. Further, this study found that KAFIF positively associates with empowerment, creativity and organizational innovation.

This study is among initial studies that examine the influence of MCSs on KAFIF, which impacts empowerment, creativity and organizational innovation. Further, it helps be one of the initial literature on studying KAFIF rather than innovation success.

Due to the global outbreak of Covid-19, Swedish teachers in upper secondary education were forced to conduct emergency remote teaching. As of today, there is a stream of research that addresses digitalization in education in light of the pandemic. Previous studies show that the challenges with the sudden intensification of digitalization have been particularly challenging in practical and aesthetic subjects. The research question is as follows: What challenges did vocational teachers experience during the emergency remote teaching caused by Covid-19 and what emergent tactics can be identified in vocational teaching practice?

The empirical data consists of (1) interviews with two vocational teachers and, (2) workshops with 25 teacher students from different vocational programmes that addressed vocational teaching during the Covid-19 crisis.

Emergency remote teaching meant challenges due to the changed socio-material environment that cannot easily be transformed to a vocational teaching setting. The challenges were related to authentic situations and material, problem solving and dexterity. Tactics that emerged as a response to the challenges were mainly connected to attempts to mimic vocational practices.

Contributions include explaining specific challenges and possibilities in developing vocational competence when teaching is digitalised. Furthermore, it increases the understanding of the relationship between theory and practice in vocational education. By adopting a socio-material perspective on vocational competence, the authors enhance the understanding of the importance of a shared socio-material environment.

Drawing on the work design growth model (WDGM), this paper aims to explore the relationship between job complexity and employee creativity through feedback-seeking and the moderating effect of team leaders with a growth creative mindset.

The authors used an online survey to test the hypotheses. Data was collected in three waves from 74 supervisors and 349 paired employees in China.

Job complexity had a positive association with employees’ feedback-seeking, which further linked to employee creativity. This indirect effect was stronger in work teams with leaders endorsing a growth creative mindset.

Job complexity has become prevalent in organizations today. Taking daily complexity as a resource for nurturing employee creativity may balance organizations’ costs on formal training and give them more initiatives in long-term development. In addition, as the growth creative mindset is relatively easy to assess and change, it may bring insights in terms of creativity development.

By empirically testing the behavioural mechanism of WDGM, the learning and development perspective of work design offers a new explanation of the relationship between job complexity and employee creativity. The authors further extend WDGM by identifying leaders’ growth creative mindset to be a boundary condition.

The concept of academic library consortium emerged in the Philippines in the 1970s evidenced by the successive establishment of three consortia namely, the Academic Libraries Book Acquisition Services Association (ALBASA) in 1973, the Inter-Institutional Consortium (IIC) (now South Manila Inter-Institutional Consortium) in 1974, and the Mendiola Consortium (MC) in 1975. This paper aims to find out the experiences and status of selected academic library consortia in the Philippines, namely, the Academic Libraries Book Acquisitions Systems Association, Inc. (ALBASA), the American Corners (also known as American Studies Resource Center (ASRC) in some areas), the Aurora Boulevard Consortium Libraries, Inc. (ABC), the Davao Colleges and University Network (DACUN), the Inter University Consortium (IUC), the Intramuros Library Consortium (ILC), the Mendiola Consortium (MC), the Ortigas Center Library Consortium (OCLC), and the South Manila Inter institutional Consortium (SMI-IC) specifically in terms of the objectives of the different consortia, the activities they undertake and how such relate to the set objectives, the benefits they have enjoyed or continue to enjoy, the issues they have encountered as well as success/failure factors experienced by libraries in joining the different consortia.

The sample was derived from the review of literature, which also served as basis to come up with the list of existing academic library consortia. The respondents were selected based on the Philippine Association of Academic and Research Librarians (PAARL) directory. Communication was sent via email, telephone, scheduled personal interview and social networking sites (e.g. Facebook). A total of 13 out of 23 (56.52 percent) respondents accomplished the survey questionnaires which were distributed online and manually. Descriptive statistics was used to analyze the results.

Results of the study revealed that the role academic library consortia play in the development of academic libraries is crucial particularly in the promotion of professional development and resource sharing. As technology greatly influences the way libraries do things, the varying level of technological development among consortium member libraries confirmed to be a major challenge being faced by them today. While majority of the surveyed consortia assessed themselves to be successful, it is evident that there is lack of congruence between the consortia's objectives and undertakings.

The paper is a modest contribution to the dearth of literature in Philippine academic library consortia. It also is the first study conducted measuring the success of selected academic consortia and identifying the factors contributing to their success/failure.

Given the uncertain and often disruptive business environment, understanding how employees, teams, and organizations can recover from stress, build long-lasting resilience, and exploit failures as learning opportunities is key for employees’ well-being and organizational success. The book has been organized in three sections, each representing a major domain of inquiry: recovery, resilience, and learning. The chapters within each section elaborate on these domains, and each provides novel ideas and insights. The goal of this chapter is to summarize and integrate some themes and insights offered by the chapters in this book. Based on this summary and integration, the author will illuminate some exciting paths opened up by these chapters, which might be worth exploring further by other scholars in the future. Specifically, future research could benefit from (1) stronger integration of research on recovery, resilience, and learning from failure, (2) better understanding of the role of setbacks, failure, and adversity for recovery, resilience, and learning, and (3) investigations of the role of context for recovery, resilience, and learning from failure.

A self‐help guide to achieving success in business. Directed more towards the self‐employed, it is relevant to other managers in organizations. Divided into clear sections on creativity and dealing with change; importance of clear goal setting; developing winning business and marketing strategies; negotiating skills; leadership; financial skills; and time management.

The librarian and researcher have to be able to uncover specific articles in their areas of interest. This Bibliography is designed to help. Volume IV, like Volume III, contains features to help the reader to retrieve relevant literature from MCB University Press' considerable output. Each entry within has been indexed according to author(s) and the Fifth Edition of the SCIMP/SCAMP Thesaurus. The latter thus provides a full subject index to facilitate rapid retrieval. Each article or book is assigned its own unique number and this is used in both the subject and author index. This Volume indexes 29 journals indicating the depth, coverage and expansion of MCB's portfolio.

The purpose of this article is to describe and analyze how three principals attempting to establish effective inclusive schools for students with disabilities identified and learned from failure, with a specific focus on how failure was used to drive school improvement efforts.

This qualitative study involved interviews and observations during one school year in an urban school district in the southwestern United States. Participants varied in their levels of experience and their perceptions about establishing inclusion in their schools. In addition, each school ranged in the length of time working toward implementing inclusion and the relative success of their reform efforts.

This study presents insights into several types of failures with a range of causation, from what we term “unnecessary failures,” to “complex coordination failures” and “trial failures.” In response to these failures, the principals in this study attempted to foster a culture of professionalism and trust by creating avenues for relationship-building that would allow teachers and staff to buy into the inclusive mission of the school. Principals also attempted to build school capacity by working to strengthen teams and pre-existing structures and to cultivate teacher-leaders that could improve communication, motivate others and effectively lead meetings that would encourage authentic collaboration.

Analyzing and learning from instances of failure is an important practice, especially for failures that are unexpected, yet much of the literature on leading from failure exists in business management scholarship, with very limited examples in the area of special education and special education school leadership.