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Goal orientation shapes employees’ approach to and interpretation of workplace aspects such as supervisors’ behavior. However, research has not fully examined the effect of goal orientation as an antecedent of abusive supervision. Drawing from victim precipitation theory, this study aims to fill this research gap by investigating how employees’ goal orientation influences their perception of abusive supervision.

Two studies were conducted to test the hypotheses. In Study 1, 181 employees in 45 departments participated in the survey, and multilevel confirmatory factor analysis, two-level path model and polynomial regression were used. In Study 2, 108 working adults recruited from a professional online survey platform participated in a two-wave time-lagged survey. Confirmatory factor analysis, hierarchical linear regression and polynomial regression were used.

This study found that employees’ learning goal orientation was negatively related to their perception of abusive supervision. In contrast, performance-avoidance goal orientation was positively related to their perception of abusive supervision, whereas performance-approach goal orientation was unrelated to this perception. Moreover, employees’ perception of abusive supervision was greater when learning and performance-approach goal orientation alignment occurred at lower rather than higher levels, and when performance-avoidance and performance-approach goal orientation alignment occurred at higher rather than lower levels.

This research identified two novel victim traits as antecedents of abusive supervision – employees’ learning goal orientation and performance-avoidance goal orientation. Furthermore, adopting a multiple goal perspective, the authors examined the combined effects of goal orientation on employees’ perception of abusive supervision.

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.

The purpose of this study is to examine the effect of extrinsic aspects of the technology acceptance model, namely, information quality, functionality, accessibility, user interface design, system quality, functionality, facilitating conditions and computer playfulness as well as intrinsic aspects, namely, perceived self-efficacy, enjoyment and learning goals. orientation on perceived usefulness and perceived ease of use in the context of the learning management system (LMS) as a system to support employee learning and development. This study also analyzes the effect of perceived ease of use on perceived usefulness and analyzes the effect of these two variables on the intention to adopt a LMS. This study included 3,205 respondents who are employees of banking companies in Indonesia and who used the LMS for their learning and self-development needs during the COVID-19 pandemic.

This research is a quantitative study that uses online surveys to collect data and partial least squares statistical tools to analyze survey data.

The results showed that accessibility alone had no effect on perceived usefulness and perceived ease of use, while enjoyment had no effect on the intention to use LMS and perceived ease of use and functionality had no effect on the intention to use LMS.

This research focuses on the concept of technology acceptance with extrinsic and intrinsic aspects. This research context involves employees working in the banking sector with the adoption of the LMS.

LMS in banking companies can be optimized by providing online training and reducing the operational costs of employee training. By using LMS, companies can offer online courses to employees and track progress in distance learning, become a learning choice and information dissemination during the pandemic and also support future business continuity.

This study focuses on testing the technology adoption model on LMSs in the banking sector by adding extrinsic aspects, namely, system quality, facilitating conditioning, computer playfulness and user interface design, and combining intrinsic aspects, namely, perceived self-efficacy, enjoyment and learning goal orientation.

Postsecondary institutions that purport to build leaders are ubiquitous. Yet, given such ubiquity, the curriculum and co-curriculum dedicated to student leadership development is diffuse as an overall field of practice and lacks firm grounding in matching consensus outcomes for leader development to specific principles of teaching and learning. We propose a conceptual model for leader development of undergraduates that describes what leadership education should strive to accomplish.

Recent scholars (Leroy et al., 2022) suggest such lack of consensus and weak structure stems from a lack of commitment to defining the ultimate goals for leader development programs, matching curriculum and pedagogy to meet these goals, and then rigorously evaluating programs. Our proposed model illustrates a structure of leadership skill mastery founded in adult constructive development theory, applies a range of adult learning principles, and includes several suggestions for specific curricular and pedagogical applications. We describe each aspect of this conceptual model and explain how it might be enacted and assessed across diverse postsecondary contexts.

We have no findings to report.

Numerous scholars have advanced models that seek to define and provide a structure for “leadership.” The novelty of our work is to combine the work of other scholars to provide an explicit framework for the work of leadership education in higher education – how to conceptualize “leader development,” how to combine such development with adult learning principles, and what specific curricular and pedagogical elements should be included to achieve intended ends.

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.

Drawing upon the Proactive Motivation Model, this study aims to investigate the relationship between managerial coaching and employee knowledge-sharing behavior via psychological safety and learning goal orientation. This study also proposes that employee psychological safety and learning goal orientation sequentially mediate the relationship between managerial coaching and employee knowledge-sharing behavior.

This study used a time-lagged quantitative research design to test the proposed hypotheses. Using a self-administered questionnaire, data was gathered from 220 employees of information technology companies in Pakistan. This study used Partial Least Squares Structural Equation Modeling (PLS-SEM) two-stage approach to test the measurement and structural models.

The findings of the study support that there is an indirect relationship between managerial coaching and employees’ knowledge-sharing behaviors via psychological safety and learning goal orientation. In addition, the findings also support the sequential mediation of psychological safety and learning goal orientation in the proposed model.

The results of this study highlight that managers can play a vital role in fostering proactive resource-sharing behaviors of employees in knowledge-intensive organizations.

There is limited research on the relationship between managerial coaching and employees’ knowledge-sharing behavior. This study has analyzed this relationship using a motivational perspective. It makes important theoretical contributions by investigating the mechanisms through which managerial coaching influences employees’ knowledge-sharing behavior in organizations.

International assignments are not just opportunities for career advancement but also for personal growth and exploration. This paper, by capturing the changing expectations and success parameters across the assignments, is a timely and relevant resource for individuals navigating the complexities of international careers. In addition, the paper aims to help organizations build policies for enabling successful assignments for international assignees and managers.

Our research took a unique two-pronged approach to understanding the success parameters of international assignments. We first interviewed 16 managers to understand the success parameters they set for expatriates. Then, we interviewed 19 international assignees to explore their choices and how they defined success in their international experiences.

Our comprehensive research, based on 35 interviews with international assignees and their supervisors, reveals that an assignment's success evolves with different stages of the assignment, over the assignments that the assignees choose, and varies according to the intent of the mobility.

This paper makes a significant contribution to the field of cross-cultural management and international assignments. By discussing the evolving definition of success across various international assignments, it not only provides valuable insights for expatriates in their international careers but also to managers to build aligned policies and practices.

The purpose of the present study was to identify the conditions that affect the absorptive capacity (AC) of knowledge, discover its consequences and design an AC paradigm pattern in public academic libraries. To do so, AC was investigated at the levels of individual and organizational learning.

In this paper, to answer the three major questions of this qualitative-survey study, the views of 24 experts were examined using an in-depth semi-structured interview and grounded theory strategy. The data were collected using a nonrandom combined targeted sampling procedure (targeted and snowball) and analyzed based on Strauss and Corbin’s (1998) approach and utilizing MAX Qualitative Data Analysis (MAXQDA) software.

Throughout the grounded analytic stages, 121 open codes were identified. These were distributed around the AC axial category in academic libraries in terms of individual and organizational learning. The 33 axial concepts were then categorized into 16 selective general categories. The paradigm pattern was initially designed to explore the relationships between causal, intervening, strategies, context and consequences conditions. The transition from academic libraries to learning organizations, their increased functional value and the development of their innovation were identified as the consequences of AC development.

This qualitative research is the first in the field of Library and Information Science (LIS) to support AC both theoretically and empirically in terms of learning in academic libraries. This study thus not only addresses a key research gap in LIS but also provides significant insights and direction to interested librarians and researchers.

Substantial changes in the education system and the shift to online classes during the lockdown have raised teachers’ attention to the idea of practicing cooperative learning in online environments. Cooperative learning activities enhance academic skills if designed effectively. This study aims to explore students’ attitudes toward cooperative learning in online learning environments.

This study is a descriptive study. A survey was administered to 50 graduate and postgraduate students of English as a Foreign Language.

Results indicated that the students had positive attitudes toward the integration of cooperative tasks in online environments. They also revealed no significant differences in the attitudes toward cooperative learning based on the students’ level (i.e. undergraduate or postgraduate) and that the students preferred small groups.

Cooperative learning is a widely researched topic, especially in higher education. However, most of the previous studies reported results of the implementation of cooperative learning in traditional classrooms. This study aimed to fill this gap by examining the impact of online tools on cooperative learning.

The purpose of this study is to propose a model for integrating microgames in teaching primary Education for Sustainable Development (ESD) and illustrate the application of the proposed model in teaching integrated mathematics, arts, technology and language in primary ESD.

The model was based on conceptual mapping from the reviewed literature and reflection from their teaching experience.

The model and the related teaching-learning activities have been proposed.

The proposed model enhances the use of microgames in an interdisciplinary teaching framework.