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1 – 10 of over 6000Beth Adele, Andrea D. Ellinger, Rochell R. McWhorter and Toby M. Egan
As a part of a larger study, the purpose of this study was to explore the learning outcomes for the “manager as coach” when exemplary managers are engaged in coaching their…
Abstract
Purpose
As a part of a larger study, the purpose of this study was to explore the learning outcomes for the “manager as coach” when exemplary managers are engaged in coaching their respective employees.
Design/methodology/approach
A qualitative, multi-case study using an adaptation of the critical incident technique (CIT) and semistructured interviews was employed with 12 managers and their respective direct reports totaling 24 interviews. Content and constant comparative analyses were used to analyze the data.
Findings
A total of five themes and 19 subthemes were identified regarding managers’ learning outcomes from managers’ perspectives. From the perspectives of their employees as coachees regarding their managers’ learning outcomes, one theme with three subthemes emerged.
Originality/value
Limited empirical research has explored the developmental outcomes for managers who serve as coaches for their employees. This study examined the outcomes associated with managerial coaching from both the perspectives of the managers who coach and their direct reports. The findings of this research provide more insight into the benefits managers derive from coaching their employees.
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This paper proposes a theory-based process model for the generation, articulation, sharing and application of managerial heuristics, from their origin as unspoken insight, to…
Abstract
Purpose
This paper proposes a theory-based process model for the generation, articulation, sharing and application of managerial heuristics, from their origin as unspoken insight, to proverbialization, to formal or informal sharing, and to their adoption as optional guidelines or policy.
Design/methodology/approach
A conceptual paper is built using systematic and non-systematic review of literature. This paper employs a three-step approach to propose a process model for the emergence of managerial heuristics. Step one uses a systematic review of empirical studies on heuristics in order to map extant research on four key criteria and to obtain, by flicking through this sample in a moving-pictures style, the static stages of the process; step two adapts a knowledge management framework to yield the dynamic aspect; step three assembles these findings into a graphical process model and uses insights from literature to enrich its description and to synthesize four propositions.
Findings
The paper provides insights into how heuristics originate from experienced managers confronted with negative situations and are firstly expressed as an inequality with a threshold. Further articulation is done by proverbialization, refining and adapting. Sharing is done either in an informal way, through socialization, or in a formal way, through regular meetings. Soft adoption as guidelines is based on expert authority, while hard adoption as policy is based on hierarchical authority or on collective authority.
Research limitations/implications
The findings are theory-based, and the model must be empirically refined.
Practical implications
Practical advice for managers on how to develop and share their portfolio of heuristics makes this paper valuable for practitioners.
Originality/value
This study addresses the less-researched aspect of heuristics creation, transforms static insights from literature into a dynamic process model, and, in a blended-theory approach, considers insights from a distant, but relevant literature – paremiology (the science of proverbs).
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Linda Lidman, Maria Gustavsson and Anna Fogelberg Eriksson
The purpose of this study is to examine learning and employee-driven innovation (EDI) in the public sector, with a particular focus on the interplay between employee engagement…
Abstract
Purpose
The purpose of this study is to examine learning and employee-driven innovation (EDI) in the public sector, with a particular focus on the interplay between employee engagement and organisational conditions.
Design/methodology/approach
The material consists of qualitative interviews with 23 participants from three municipal sites of innovation support that participated in a national programme aiming to strengthen municipalities’ innovation work.
Findings
The study found numerous constraining organisational conditions resulting in consequential loss of employee engagement for EDI. The conclusion drawn is that employee engagement and enabling organisational conditions are central to EDI in public sector workplaces, and that incorporating EDI into municipal daily operations requires paying attention to the interplay between organisational conditions and employee engagement.
Originality/value
This paper provides important guidance for supporting EDI in the public sector. Implementing EDI into operations requires employee engagement to be successful. However, employees’ engagement should not be overlooked or taken for granted. A practical implication of this study is that EDI in the workplace must be encouraged by creating a learning environment that supports innovative learning in the workplace. In practice, measures should be taken to support employee engagement by creating organisational conditions that provide a more expansive learning environment to ensure the continuity and perpetuation of EDI in public sector organisations.
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Subodh Kulkarni, Matteo Cristofaro and Nagarajan Ramamoorthy
How can managers reduce information asymmetry in dyadic manager-external stakeholder relationships in a complex and evolving environment? Addressing this question has significant…
Abstract
Purpose
How can managers reduce information asymmetry in dyadic manager-external stakeholder relationships in a complex and evolving environment? Addressing this question has significant implications for firm survival, growth, and competitive advantage.
Design/methodology/approach
We have adopted a multiparadigm approach to theory building, known as metatriangulation. We integrate the dynamic capabilities, sensemaking, and evolutionary theory literatures to theorize how managers can relate to stakeholders in a complex and evolving environment.
Findings
We propose, via a conceptual framework and three propositions, “evolutionary sensemaking” as the managerial metacognitive dynamic capability that helps managers hone their understanding based on the evolutionary changes in the stakeholder’s interpretations of information quality preferences. The framework unfolds across three evolutionary stages: sensing preferences' variation of the stakeholder, seizing preferences, and transforming for complexity alignment and retention. The propositions focus on managing complexity in stakeholder information quality preference, employing cognitive capabilities to simplify, interpret, and align interpretations for effective information asymmetry reduction.
Practical implications
To develop the metacognitive dynamic capability of evolutionary sensemaking, managers need to train for and foster the underlying complex cognitive capabilities by enhancing their (1) perception and attention skills, (2) problem-solving and reasoning skills, and (3) language, communication, and social cognition skills, focusing specifically on reducing the complexity embedded in stakeholder cognition and diverse stakeholder preferences for information quality. Contrary to the current advice to “keep things simple” and provide “more” information to the stakeholders for opportunism reduction, trust-building, and superior governance, our framework suggests that managers hone their cognitive capabilities by learning to deal with the underlying complexity.
Originality/value
The proposed framework and propositions address research gaps in reducing information asymmetry. It enriches the dynamic capabilities literature by recognizing complexity (as opposed to opportunism) as an alternative source of information asymmetry, which needs to be addressed in this stream of research. It extends the sensemaking literature by identifying the complexity sources – i.e. stakeholder preferences for diverse information quality attributes and the associated cognitive preference interpretation processes. The article enhances evolutionary theory by delving into microprocesses related to information asymmetry reduction, which the existing literature does not thoroughly investigate.
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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…
Abstract
Purpose
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.
Design/methodology/approach
This study applied a refined literature review process leading to a selection of 40 articles, which originated from 14 internationally acclaimed journals.
Findings
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.
Research limitations/implications
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.
Practical implications
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.
Originality/value
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.
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Ephrem Assefa Haile and Vala Lale Tüzüner
This study aims to determine the effect of organizational learning capability (OLC) on organizational innovation (OI) and identify the type of innovation that is accorded more…
Abstract
Purpose
This study aims to determine the effect of organizational learning capability (OLC) on organizational innovation (OI) and identify the type of innovation that is accorded more emphasis by Ethiopian manufacturing firms.
Design/methodology/approach
This study applied an explanatory research design, and cross-sectional data were gathered through structured questionnaires from general and HR managers of 197 manufacturing firms in Addis Ababa and Oromia, Ethiopia. The ordinary least square regression method was applied to analyze the data.
Findings
The study provides empirical insights into how OLC affects OI. The findings revealed that the sampled firms have scored low mean values in terms of OLC and OI. In addition, OLC had a positive but low effect on OI and its dimensions. Because of their weak institutional support, the sampled firms tended to emphasize administrative innovation rather than product and process innovations.
Research limitations/implications
This study would have yielded better results if it was built on evidence-based data to reveal how radical or incremental OIs are, as well as how OLC and OI vary across different sectors. The theoretical and practical implications drawn from the findings are also presented.
Originality/value
There is little empirical evidence of the nexus among OLC, process and administrative innovations, especially from the perspective of developing economies. This study empirically supports the direct relationship between the constructs. In developing countries such as Ethiopia, where there are weak institutional resources and support, administrative innovation shall be emphasized in the short run.
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Debora Jeske and Deborah Olson
The onboarding stage of new hires represents a unique opportunity for mutual learning between the new hires and the organisation regardless of the company size. The current paper…
Abstract
Purpose
The onboarding stage of new hires represents a unique opportunity for mutual learning between the new hires and the organisation regardless of the company size. The current paper aims to address these learning opportunities.
Design/methodology/approach
The authors reflect on current practice, draw on recent literature and their experience with recruitment and selection processes in the industry to generate new insights and identify opportunities for practitioners and new hires alike.
Findings
Today's new hires expect onboarding experiences that allow for a much greater degree of flexibility, customisation and personalisation. Similarly, many new hires expect hiring, onboarding, and learning and development to be interconnected to generate new learning and career opportunities. However, these expectations require changes in the way in which onboarding is implemented, evaluated and connected to other human resource practices, specifically with the dramatic (and successful) increase in remote work arrangements in 2020 in response to the global impact of the pandemic.
Originality/value
The current paper provides readers with an overview of potential learning opportunities, outlines specific success factors and highlights a variety of pointers for practice and further professional development.
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Abstract
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Helen Poltimäe, Kärt Rõigas and Anneli Lorenz
The purpose of this paper is to identify how different factors of antecedents and processes affect the outcomes of an internship, measured in terms of competency development.
Abstract
Purpose
The purpose of this paper is to identify how different factors of antecedents and processes affect the outcomes of an internship, measured in terms of competency development.
Design/methodology/approach
The authors used an internship questionnaire designed for the University of Tartu in Estonia. Responses were obtained from 178 students across different disciplines – humanities and the arts, social sciences, natural sciences and medicine – who had recently taken an internship. Based on current academic literature, the authors create a three-level model: antecedents-processes-outcomes. The antecedents and processes were both differentiated into three factors and tested with a structural equation model.
Findings
The model demonstrates that there are different antecedents that have an effect on internship outcomes, but these only work through internship processes. For example, the objective of the internship and clarity of instructions will only have a positive effect if there is relevant support from the supervisor at the employing company and if the student can use the knowledge and skills gained at university.
Research limitations/implications
The study is based on survey data filled in by students, i.e. based on self-perception. Based on the results of the study, the authors claim that an active role and initiative-taking by students in finding suitable internships should be further encouraged.
Originality/value
Whilst previous studies have used a two-level model of internship (or a three-level model for students satisfaction as an outcome) the authors create and test a three-level model measuring competency development as the outcome of an internship.
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Sérgio Rezende, Kátia Galdino and Bruce Lamont
The purpose of this paper is to establish a conversation between international business and international entrepreneurship literatures by analyzing if and how international…
Abstract
Purpose
The purpose of this paper is to establish a conversation between international business and international entrepreneurship literatures by analyzing if and how international opportunities are related to the internationalization process of the firm.
Design/methodology/approach
This paper reports finding from a backward-looking longitudinal, qualitative, embedded case study of an internationalized Brazilian firm, covering all 13 foreign markets where the firm has operated over 18 years.
Findings
Modal shifts within foreign markets were rare. Over time, the firm learned how to refine, rather than change, the servicing modes within each foreign market; it also learned how to better develop internal and exploitative opportunities, manage a portfolio of servicing modes across foreign markets, and use more complex mode servicing packages. Overall, international opportunities and the internationalization process of the firm were inextricably connected.
Research limitations/implications
The authors acknowledge limitations related to the statistical generalizability of the research method and suggest that statistical validation is needed as the research on opportunities and the internationalization process of the firm progresses.
Practical implications
Internationalizing firms should carefully consider the choice of entry mode in foreign markets. They should also understand that learning is not necessarily associated with change.
Originality/value
The authors show that the internationalization process of a traditional firm can be analyzed through an opportunity lens. This means associating characteristics of international opportunities with mode continuation and modal shifts in all foreign markets where the firm operates.
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