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1 – 10 of 508Megawati Soekarno, Mohamad Isa Abd Jalil, Suddin Lada, Siti Hajar Samsu, Mohammad Zulfakhairi Mokthar and Shariff Umar Shariff Abd Kadir
The world after the pandemic of Covid-19 is looking at a different environment in teaching and learning and primarily being influenced by general online learning readiness…
Abstract
Purpose
The world after the pandemic of Covid-19 is looking at a different environment in teaching and learning and primarily being influenced by general online learning readiness. Perception towards the measurement of online learning readiness would also need to change. This study seeks to determine whether Malaysian undergraduate students are ready to study online if the Movement Control Order (MCO) is reimposed.
Design/methodology/approach
Using an online poll, this study analysed 299 undergraduate students from Malaysia's public and private universities. The collected data were then analysed using SmartPLS software to test the measurement model and structural equation modelling.
Findings
The findings of this study indicate that computer self-efficacy and self-directed learning have a substantially positive link with online learning preparedness among Malaysian undergraduate students.
Research limitations/implications
Findings in this study indicate that universities should draw comprehensive plans to enhance students' readiness in terms of indicators such as technology usage, technology availability, computer and internet efficacy, self-directed learning and attitude. One of the aspects that require change is online communication self-efficacy. Thus, there is a need for improvement, or this would affect undergraduates adversely, especially in the event of future MCO.
Originality/value
The originality of this article lies in the time frame this study was conducted, where cases of coronavirus infection are seen to increase around the world and there is a possibility that movement restrictions will be re-enforced. The findings in this study are expected to give insight to the government in the effort of the national higher education plan. By not undervaluing previous research models, this research model should give a new perspective to the academic literature on online learning among undergraduate students.
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Vince Szekely, Lilith A. Whiley, Halley Pontes and Almuth McDowall
Despite the interest in leaders' identity work as a framework for leadership development, coaching psychology has yet to expose its active ingredients and outcomes.
Abstract
Purpose
Despite the interest in leaders' identity work as a framework for leadership development, coaching psychology has yet to expose its active ingredients and outcomes.
Design/methodology/approach
To do so, the authors reconcile published systematic literature reviews (SLRs) in the field to arrive at a more thorough understanding of the role of identity work in coaching. A total of 60 eligible SLRs on identity work and coaching were identified between 2010 and 2022. Four were included in the data extraction after selecting and screening, and the full texts of 196 primary studies reported therein were analysed.
Findings
Amongst the coachee-related factors of effective coaching, the coachee’s motivation, general self-efficacy beliefs, personality traits and goal orientation were the most frequently reported active ingredients, and performance improvement, self-awareness and goal specificity were the most frequently supported outcomes. The analysis indicates that leaders' identity work, as an active ingredient, can be a moderator variable for transformative coaching interventions, while strengthening leadership role identity could be one of the lasting outcomes because coaching interventions facilitate, deconstruct and enhance leaders' identity work. Further research is needed to explore the characteristics of these individual, relational and collective processes.
Originality/value
This study adds value by synthesising SLRs that report coachee-related active ingredients and outcomes of executive coaching research. It demonstrates that the role of leaders' identity work is a neglected factor affecting coaching results and encourages coaching psychologists to apply identity framework in their executive coaching practice.
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Julius Lukwago, Ana Maria De Azevedo Martins and Orthodox Tefera
Although natural science disciplines significantly contribute to sustainable development goals (SDGs), little research attends to how higher education institutions (HEIs…
Abstract
Purpose
Although natural science disciplines significantly contribute to sustainable development goals (SDGs), little research attends to how higher education institutions (HEIs) influence the development of leadership skills needed among sustainability leaders. This paper aims to examine the leadership development experiences of natural scientists at the forefront of disciplines associated with SDGs to identify barriers and drivers to sustainability leadership skills development at HEIs.
Design/methodology/approach
A mixed-methods comparative study was used, integrating qualitative interviews among 21 natural scientists and 11 non-scientists, two focus group discussions and a cross-sectional survey of 221 leaders. The theory of planned behaviour was used as the analytical frame to identify themes emerging from the data as facilitators or barriers to leadership development.
Findings
There was a statistically significant difference between scientists and non-scientists in the attitudes, beliefs and perceptions that drive participation in leadership development activities. Attitudes belittling leadership skills, limited integration of leadership skills in medical, engineering and agricultural curricula and a social identity of superior learning efficacy impede natural scientist students at HEIs from engaging in leadership development.
Research limitations/implications
Further research using a larger sample could assess the prevalence and effect of the drivers and barriers on sustainability leadership effectiveness.
Practical implications
Beyond integrating leadership skills in HEIs curricula, the development of sustainability leadership requires deliberate elevation of the value of leadership skills within natural sciences, specifically by addressing attitudes, beliefs and workload challenges that impede scientists’ engagement in co-curricular activities.
Originality/value
Integrating multiple disciplines provides generalised insights into the context of leadership development among natural scientists at HEIs. This study identifies specific drivers and barriers affecting leadership development at HEIs in a developing country setting.
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Nuala F. Ryan, Michelle Hammond and Sarah MacCurtain
The purpose of the study is an in-depth exploration of the processes through which a leader develops their leader identity in strength, meaning and integration, with resulting…
Abstract
Purpose
The purpose of the study is an in-depth exploration of the processes through which a leader develops their leader identity in strength, meaning and integration, with resulting enrichment outcomes.
Design/methodology/approach
Using multi-domain leader identity theory, this study provides an in-depth exploration of the processes through which a leader develops their leader identity. Set in a healthcare context, 26 participants took part in an 18-month multi-domain leadership development program.
Findings
Findings indicate a typology of leader identities, capturing the dynamic nature of leader identity based on combinations of strength and meaning. Our research also suggests that as the leader develops, their leader identity can change from a differentiated identity as a leader to a more integrated leader identity, with resulting enrichment outcomes.
Research limitations/implications
The results suggested value in inherently multi-domain focus using event-based reflection and, as such, are useful in leader identity development programs. We recommend future research generalize to other settings and a larger population.
Practical implications
By taking a multi-domain approach to leader identity development, the leader has the opportunity to learn and develop in a more holistic way. They are encouraged to reflect on and learn from leadership experiences throughout their entire lives, adding breadth and depth that are often overlooked in development programs.
Social implications
Developing leaders who understand who they are and are capable of critical self-reflection and learning is a fundamental requirement for the positive advancement of society.
Originality/value
The value of the study lies in the first longitudinal, work-based empirical study taking an explicitly multi-domain approach to leader identity development.
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Huong Le, Joohan Lee, Neena Gopalan and Beatrice Van der Heijden
Drawing on the conservation of resources theory, this study examines how proactive skill development (PSD) influences job performance and mediating and moderating mechanisms…
Abstract
Purpose
Drawing on the conservation of resources theory, this study examines how proactive skill development (PSD) influences job performance and mediating and moderating mechanisms underlying the above relationship.
Design/methodology/approach
Data were collected from a sample of 261 full-time workers in three waves, spaced by a six-week interval (Time 1, N = 360; Time 2, N = 320; Time 3, N = 261).
Findings
The results confirmed that career stress mediated the relationship between PSD and job performance. Additionally, high career decidedness strengthened this negative relationship between stress and performance. Furthermore, career decidedness significantly moderated the indirect PSD–performance relationship via career stress, accentuating the indirect effect when decidedness is higher.
Originality/value
This study sheds light on the important role of proactive skills development in influencing job performance and what factors can affect this relationship. It offers practical implications by highlighting how targeted training can boost employees' proactivity and performance.
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Zagdbazar Davaadorj, Bolortuya Enkhtaivan and Jamie Weathers
The paper aims to investigate the imprinting effect on working capital (WC) management as higher-level managers' transition to chief executive officer (CEO) positions. This paper…
Abstract
Purpose
The paper aims to investigate the imprinting effect on working capital (WC) management as higher-level managers' transition to chief executive officer (CEO) positions. This paper proposes that WC management defined as a shorter cash conversion cycle (CCC) can be carried forward to the new firm when the managers are appointed as a CEO.
Design/methodology/approach
The authors employ a multivariate regression approach. The data in this study come from two sources: Execucomp which provides data for corporate managers of the largest 2,000 USA firms including S&P 1,500 US and Compustat which provides financial information of firms.
Findings
The authors find a positive imprinting effect of “new” CEOs on WC outcomes – proxied by the CCC. CCC shortens by approximately 16 days when CEOs are efficient managers at previous institutions, predominantly derived from improvements in inventory and payables. The effect is sensitive to individuals' age, familiarity with the industry and high-pressure circumstances.
Practical implications
The paper includes important implications of WC management for firms to consider, especially during economic crises when liquidity management is a priority.
Originality/value
This paper extends the literature on the imprinting effect on managerial decision-making. The paper offers evidence of cooperative yet dynamic efforts in managing WC during CEO turnover events, which are unique findings.
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This study aims to describe how large corporations, facing digitalization and sustainability, can use established models and theories to find appropriate organizations design for…
Abstract
Purpose
This study aims to describe how large corporations, facing digitalization and sustainability, can use established models and theories to find appropriate organizations design for these “new” challenges.
Design/methodology/approach
The information processing perspective presented by Jay Galbraith (Galbraith, 1974) can be an appropriate platform to analyze organizational requirements, also in new complex and uncertain situation. The authors use the Miles and Snow (1978) typology to explain how traditional design can be appropriate in the new world of sustainability and digitalization.
Findings
With the new types of business models, the design should have a holistic view. The design should be split into three levels: the corporation as a whole, the large business units and the operating units. Each of these units can follow traditional organizational forms with an internal market-based coordination combined with digital platform systems.
Originality/value
Both large and small corporations now face big challenges related to adapting their business models, managerial processes and organizational structures for digitalization and sustainability. Digitalization and sustainability combine the various pieces of the corporation into a tightly coupled network with a real time coordination of activities making it difficult to obtain local adjustments without disturbing the whole. At the same time, there is a strong need for both being locally agile with a focus on effectiveness and at the same time being very efficient. The literature calls for new organizational forms to handle this situation. The authors show that “old” designs properly coordinated can be an appropriate design as well.
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The developmental relation of informal mentoring within the organization could aid in tiding over the challenges that arise with change. The purpose is to explore the…
Abstract
Purpose
The developmental relation of informal mentoring within the organization could aid in tiding over the challenges that arise with change. The purpose is to explore the relationship between informal mentoring within the organization and change supportive behaviour to put forth a framework describing the catalytic and a priori role of informal mentoring within the organization in augmenting change readiness and facilitating change supportive behaviour for a successful organizational change.
Design/methodology/approach
Drawing on the appraisal theory of stress coping, the paper put forward a conceptual framework describing the mechanisms through which informal mentoring within the organization leads to change supportive behaviour among the individuals.
Findings
The conceptual model explains how informal mentoring within the organization develops optimism, resilience, self-efficacy and trust and facilitates change readiness among the individuals, which leads to change supportive behaviours in them. The paper also describes the influence of poor change management history and organizational identity threat on the relations.
Research limitations/implications
The paper explains the underexplored relationship between mentoring and change readiness. It also sheds light on the importance of exploring the micro-foundations of a macro-level phenomenon. Further research should focus on the differential effect of different forms of mentoring on change readiness.
Originality/value
The paper is developed based on the review of extant literature and applying the theoretical lens of appraisal theory of stress coping to the phenomenon. The paper explains the micro-foundation of the phenomenon and describes how informal mentoring would lead to a change supportive behaviour among the individuals.
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Frankie J. Weinberg and Mary M. Hausfeld
We examine the relationships between clients’ level of coaching readiness and trust in their executive coach and increases to both personal learning improved work performance…
Abstract
Purpose
We examine the relationships between clients’ level of coaching readiness and trust in their executive coach and increases to both personal learning improved work performance. Distance relationships, the setting for this study, epitomize the norms of the New World of Work (NWoW), but also provide particular challenges for building trust and recognizing similarities between client and coach.
Design/methodology/approach
This study investigates distance coaching relationships in matched-pairs, longitudinal investigation of formal executive coaching.
Findings
Results support the proposed moderated mediation path. Findings reveal that both coaches’ perceptions of client readiness for coaching and client trust in coach each predict both client personal skill development and performance improvement.
Research limitations/implications
While important toward gaining a better understanding of the relational functioning of distance coaching relationships, inclusion of only distance relationships may truncate the generalizability of our findings.
Practical implications
The study’s findings have practical implications for organizations that invest in executive coaching with regard to the importance of evaluating the candidates' readiness for coaching before the assignment, trust-building throughout distance coaching relationships and perceptions of similarity on client coaching outcomes.
Originality/value
Distance relationships, the setting for this study, provide particular challenges for building trust and recognizing similarities between client and coach and the current investigation points to the relevance of these relational mechanisms to client outcomes. In so doing, this study explores how perceptions of deep-level similarity between a coach and client may serve as moderators of these relationships.
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Emily Goyen, Corinna Grindle, Vaso Totsika and Suzi Jayne Sapiets
Children with developmental disabilities (e.g. learning disability and autism) often struggle with handwriting skills. This study aims to implement an adapted handwriting…
Abstract
Purpose
Children with developmental disabilities (e.g. learning disability and autism) often struggle with handwriting skills. This study aims to implement an adapted handwriting programme for children with developmental disabilities to improve their handwriting skills.
Design/methodology/approach
Six children with developmental disabilities aged 9–15 years received an adapted Handwriting Without Tears® (HWT) programme in small groups over eight weeks. The programme was delivered by typical teaching staff (i.e. paraprofessionals) at a special education school following a brief training session and with ongoing supervision. A range of measures assessed the children’s handwriting and related skills. Social validity interviews were conducted with school staff following the intervention to evaluate the programme’s acceptability.
Findings
Typical teaching staff implemented the handwriting programme with 92.3% average fidelity and delivered a minimum of three sessions per week. Social validity interviews demonstrated the acceptability of the intervention to school staff. After eight weeks of intervention, all children improved their handwriting on various assessments. Improvements were only partially maintained at follow-up.
Originality/value
This study supports the feasibility of using an adapted HWT programme to teach handwriting to children with developmental disabilities in special education settings. Typical teaching staff can be trained to support the delivery of the programme to children in small groups.
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