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My first written work on Self Development was published in 1971, and I have written about various aspects of its meaning, objectives, and processes since then. I recently had the opportunity to review what I perceive as relatively unattended issues of strategy and principle. In this article I look at these and show where at least some of the answers may be found to be available.
In a report on two conferences concerned with “Applying Self‐development in Organisations”, the current position of the self‐development idea in management education and training is summarised. It is concluded that many management development practitioners have accepted the practical value of self‐development and are now concerned with attempting to apply the concept within organisations.
Organizations are facing pressure to reduce costs of training and enhancing the role of self-development that is self-driven and contextual in nature as a means to…
Organizations are facing pressure to reduce costs of training and enhancing the role of self-development that is self-driven and contextual in nature as a means to supplement employee development. The purpose of this study is to investigate the influence of individual and situational factors on self-development as well as the moderating role of situational factors. Individual factors are referred to personal characteristics, i.e. learning goal orientation and proactive personality, while situational factors are environmental conditions, including job autonomy and empowering environment.
Data were gathered from 280 middle managers of the banking sector. Partial least squares structural equation modeling was conducted to validate the model.
The study findings revealed a significant direct relationship of individual (learning goal orientation and proactive personality) and situational (empowering environment and job autonomy) factors with self-development. The study also found only a significant moderating effect of empowering environment in relation to learning goal orientation and self-development, correspondingly job autonomy moderates the relationship of proactive personality and self-development.
The study concludes with offering some implication for organization to focus on self-development activities by providing an empowering environment and job autonomy to its employees, which will result to minimize the overall cost of training. Organizations should also identify the individual factors that lead to self-development like proactive personality and learning goal orientation.
This study gives new insight on the predictors of self-development and their interaction. This study may be a pioneer to empirically validate a theoretical model about the interaction of situational factors between individual factors and self-development. Furthermore, it contributes and advances our knowledge by demonstrating how individual and situational factors are influencing middle mangers’ self-development in workplace.
All people working in organisations learn and develop to some extent over time. The outcome of this development varies as widely between individuals as people themselves…
All people working in organisations learn and develop to some extent over time. The outcome of this development varies as widely between individuals as people themselves vary from one another. Some people achieve top managerial positions in industry and commerce in their late twenties or early thirties while others have to wait to the final stages of their working careers to achieve such positions. Some struggle at stages throughout their careers and achieve only moderate success; others do not seem to try at all. Management training and development activities are aimed at providing better opportunities and facilities for such development to meet the need of organisations to improve management performance. In practice these activities are designed to meet overall organisational needs and to conform with general behavioural and learning theories. The crucial significance of individual differences in motivation and ability to learn and develop is seldom, if ever, consciously exploited as a route towards securing real improvements in management performance. It is the contention of this paper that self‐development is such an approach.
Personal development involves individuals acting and reflecting onthe world and themselves, and learning from this. The practical issuesfaced by facilitators in setting up…
Personal development involves individuals acting and reflecting on the world and themselves, and learning from this. The practical issues faced by facilitators in setting up and running self‐development groups are discussed. The structure of the process is focused on and a number of guidelines presented.
The employee development initiatives in three retail banks are the focus of this paper. The discussion draws on recent empirical findings to examine the motives and…
The employee development initiatives in three retail banks are the focus of this paper. The discussion draws on recent empirical findings to examine the motives and expectations that underpin employee development initiatives, and the underlying assumptions which shape how such initiatives are implemented in practice. The perspective of the organisation in relation to employee development is further enhanced with findings from the perspective of the individual employee. These findings show the impact of employee development initiatives on individuals’ willingness to learn and take personal responsibility for their development. The analysis highlights the nature of the interaction between individual and organisational priorities within development and draws attention to some of the challenges that underpin employee development initiatives. The implications of these challenges for the way organisations design employee development initiatives in the future, and the way we think and research employee development are discussed at the end of the paper.
The number of part‐time trainers is unknown but within some training specialisms they can form a substantial cohort. Often, however, their development is not supported…
The number of part‐time trainers is unknown but within some training specialisms they can form a substantial cohort. Often, however, their development is not supported adequately, if at all, within their working environments. Considers self‐development from the individual perspective of six English as a Second Language (ESL) peripheral trainers. Explores how a profession’s attitude towards its members and self‐actualization can influence the development of its practitioners. Also considers the significance of the internal impact of the organization on restricting the possibilities of self‐development. The implication is that professions need to be more supportive of peripheral trainers; that organizations need to be more imaginative and responsive towards engendering self‐responsibility for personal learning; and that individual trainers need to be more strategic and proactive in facilitating their own self‐development.
The purpose of this research paper was to examine the construct of accountability and its impact leadership development initiative in an upward feedback framework…
The purpose of this research paper was to examine the construct of accountability and its impact leadership development initiative in an upward feedback framework. Previous research has suggested that accountability may be an important moderator of the relationship between upward feedback and self‐development. However, there has been little research examining the construct of accountability and this study sought to modify that.
Within the context of upward feedback the present study examined the impact of two contextual antecedents of accountability (LMX and feedback environment) and self‐development initiative as an outcome of accountability in a path model framework. Survey methodology was used to assess the constructs of interest and the results were analyzed with regression‐based path modeling.
The results indicate the path model was partially supported by the data: the feedback environment and LMX were related to accountability and accountability was related to self‐development initiative.
Limitations of this study include the self‐report methodology and relatively small sample size.
The current study was unique in that it examined manager's perceptions of accountability for using upward feedback. Managers who utilize upward feedback for self‐development are role models for subordinates and others, potentially contributions to a favorable feedback environment.
This article consists of four parts. The first part describes some of the forces in management and society in general which are supporting the move towards self‐developmental approaches to education and training. The second part suggests that managerial competencies and skills generally come about not through formal training but as a result of self developmental processes. Following this is a brief description of management self development — what it is and what it means in practice. The final section of the paper discusses the need for support in the self development process and suggests that support groups of learning communities go some way towards meeting this need.
As a training concept self‐development remains for many a curious, yet insoluble, puzzle. On the one hand, it appears deceptively simple yet can be highly theoretical and general, while on the other, it claims to be specific yet covers everything from Guided Reading to Outward Bound and Action Learning.