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This paper aims to develop and assess an instrument measuring managerial foresight.

The paper outlines the construction and estimation of the instrument through a seven‐step process. A total of 57 preliminary Likert items were developed based on an extant review and synthesis of definitions of foresight. The items were assessed through interviews and pre‐testing. A preliminary instrument was administered to a selection of managers. Exploratory and confirmatory factor analyses were employed to assess sub‐scales and model fit. The instrument was evaluated in terms of reliability and validity.

The study demonstrates a valid and reliable 12 Likert item scale for measuring managerial foresight.

Managerial foresight can now be assessed and tested for association with, for example, managerial or organizational performance variables.

Managers can now be assessed and compared in terms of foresight.

In developing and estimating an instrument for measuring managerial foresight, the paper advances foresight into a quantitatively measurable concept.

Actors of territories faced with new managerial innovations have to develop new knowledge and behaviours to seize these innovations and create a vision of the territory. This is part of what we call governance learning: the ability of individuals to create new knowledge and behaviour for collective action within the territory. The purpose of this chapter is to explore this concept.

Drawing from a case study of a periurban territory in France, we analyse how the board members of a Community of Communes can learn to work together, articulating organisational learning theories, actor-network theory and the concept of organisational myths.

We explore the enrolment process necessary to ‘build’ the network and interest them in using the innovation; identify three types of governance learning that turn the network into a collective: sensemaking, instrument-seizing and sensegiving; show how these myths are necessary to turn collective knowledge into organisational knowledge.

With both a behavioural and evolutionary approach to governance, we show that power, relationships and learning processes are tightly intertwined within the governance networks. Our use of organisational learning theory also demonstrates how it can be used in a more systematic way to describe the learning processes witnessed in governance situations.

This research brings new light to the understanding of how territorial governance can be developed and how managerial innovations can provoke learning situations and more specifically how stakeholders learn to define common goals and a shared vision of their territory to enable collective action.

This chapter reviews key research on the similarities and differences in leadership and management across different regions of the world. It also looks at similarities and differences on other relevant aspects, that is, commitment, work values, personality and emotional intelligence. Research has tended to focus on drawing out the differences as that appears to be worthy of news and attracts interest. We also report on the types of errors in research which might actually make real differences appear much larger. The reality is that what we find is a great deal of similarity in leadership and management behaviour across the different regions of the world. Given these similarities, can we develop a management level Situational Judgment Test (SJT) that can be used effectively across different world regions? We believe this can be achieved by identifying SJT items that work consistently across world regions and then assembling a bias-free test with robust psychometric properties.

The purpose of this paper and the contribution to this special issue is to build on Kim and Watkins’ (2018) recent finding that ‘leaders mentor and coach those they lead’ is the item in the Dimensions of the Learning Organization Questionnaire (DLOQ) that is most highly-correlated with performance. Given the criticality of providing strategic leadership for learning and, more specifically, the consistent associations between leaders who mentor and coach and work-related performance outcomes, a better understanding of the associations between the learning organization concept and managerial coaching is warranted. Watkins and Kim (2018, p. 22) contend that ‘future directions for learning organization research include a search for the elusive interventions that would create a learning organization’. In response to this call for research, a research agenda for assessing managerial coaching as a learning organization (LO) intervention is proposed.

This conceptual paper briefly reviews literature on the learning organization and the DLOQ instrument, followed by a more in-depth review of the managerial coaching literature and suggestions for how future research could be conducted that more closely integrates these two concepts.

Existing literature suggests that to ‘provide strategic leadership for learning’, a dimension in the DLOQ, is one of the most pivotal dimensions for creating learning cultures that build learning organizations. Specifically, an item within this dimension, ‘leaders who mentor and coach’ has been recently identified as one of the most critical aspects associated with strategic leadership for learning.

The extant managerial coaching literature offers a solid foundation for more closely integrating and mainstreaming the developmental intervention of managerial coaching into learning organizations. Directions for future research that identifies fine-grained perspectives of the discrete facets of managerial coaching in learning organization contexts are suggested.

The purpose of this paper is to investigate whether learners from different cultures adopt a serious 3D game to facilitate the learning of transferable managerial skills (ethics) and knowledge.

A cross-sectional, cross-country survey study (n=319) was conducted recruiting participants from one North American and two British universities. The survey data and the conceptual model have been analysed and tested using confirmatory factor analysis and structural equation modelling.

Participants displayed positive attitudes towards the 3D game and responded positively to theory presented as “real-life” scenarios; gamification techniques such as interactions and dialogue, and rewards and progression levels, which are part of the game, albeit the participants’ adoption was driven more by extrinsic motivations (rewards) than intrinsic ones (ease of use and entertainment). In addition, the empirical results suggest that when gender is taken into account, the perceptions and needs of cross-cultural learners in serious gaming environments vary and display characteristics that are similar to Rogers’ five adopter categories; thus, culture could significantly shape learners’ decisions to adopt a serious game as a managerial learning tool.

For future researchers, this paper highlights various levels of training, support and promotional awareness that need to be considered to facilitate the adoption of serious games for managerial learning.

For academics and practitioners in work-based learning and managerial training environments, this paper highlights the salient factors that need to be inherent in a serious 3D game, and best practices for scaffolding existing instructional approaches or training interventions.

In light of Rogers’ five adopter categories, this cross-country study involving culturally diverse learners provides key insight into the potential application of serious games as a practice-based learning instrument in academia and industry.

This study aims to examine the impact of managerial ability on the total amount of chemical releases reported to the Toxics Release Inventory (TRI) at the US Environmental Protection Agency.

Regression analysis is used to examine the association between managerial ability and chemical releases.

A negative relationship was found between managerial ability and TRI’s chemical releases, suggesting that more-able managers better reduce TRI’s chemical releases, relative to less-able managers.

By providing useful insights into what determines TRI’s chemical releases, this study should interest policy makers and practitioners.

This study contributes to and links two research schools: managerial ability in management literature and corporate social responsibility (i.e. pollution prevention) in the broad business literature. To the best of the author’s knowledge, this is the first empirical study that performs a direct test of the association between managerial ability and TRI’s toxic chemical releases.

The purpose of this paper is to present some evidence on the role of management models in the implementation or in the transformation of the business models, highlighting the pivotal role of managerial dynamic capabilities. The analysis provides relevant lines of managerial action both strategic and operational levels.

An innovative conceptual analysis is proposed. Managerial dynamic capabilities play a central role in the coupled link between management model and business model at the organizational level.

The authors propose a highly usable and generalizable conceptual model for management practices, strategic planning and operational assessment.

This paper investigates a new emerging research stream of management innovation theory. The research presents a new and innovative conceptual analysis of management model and business model alignment. This theme has not been explored in prior researches and represents an experiment to pair the management model and the business model evidence.

This article investigates managerial problems in Kuwait. A total of 762 managers participated in the study. Managers perceived that the most important problems are: primacy of personal relationships over work relationships, favoritism and personal loyalty at work, subjectivity in evaluation and promotion, unwillingness to shoulder responsibilities, multiplicity of rules and regulations, rigid and obsolete administrative systems and policies, and influence of cliques in the workplace. No significant results were found between expatriates and nationals in their perception of managerial problems. Implications for policymakers, senior Kuwaiti managers, and multinational corporations were provided.

The aim of this study is to examine how national cultural values influence and impact management practices and styles in the Sultanate of Oman. Administrative and managerial performance, especially in developing countries, is thought to be shaped to a large degree by traditional social values, which prevent managers from effectively implementing sound management processes.

This study uses empirical research to explore and determine the link between Oman’s cultural values and managers’ managerial practices and styles. The aim is to examine the correlations between the influence of cultural values on managerial practices and styles using Schwartz’s (1992) Value Survey, the Portrait Value Questionnaire and Managerial Style and Practice.

It was found that in Oman, cultural values affect the efficiency of managerial performance and lead to a limited interest in management theory and sound managerial practices.

This study was limited to managerial practices in Oman. Further study could include other developing countries in the Arabian Gulf States.

While management performance in developing countries has received wide attention during the past three decades, few studies have researched the area of management and managerial practices and styles in Omani organizations.

The purpose of this paper is to examine the relationships between participation in performance measurement systems (PMS) and the use of performance measures; the use of performance measures and managerial performance; and participation in PMS and managerial performance in public hospitals in Thailand.

Data were collected using a mailed questionnaire. A total of 304 middle managers in public hospitals in Southern Thailand participated in the study. The data were analyzed using structural equation modeling.

The results reveal a positive relationship between participation in PMS and the use of performance measures, and a positive relationship between the use of performance measures and managerial performance. The results also indicate a positive relationship between participation in PMS and improved managerial performance.

Results indicate that top managers in hospitals should allow middle managers to have greater participation in their organization’s PMS. By sharing information between top and middle managers, a PMS can be developed that reflects the organization’s goals, as well as being suitable for departmental performance evaluation. This enhances PMS acceptance by middle managers, and reduces task ambiguity, leading to improved managerial performance.

As middle managers participate more in PMS, their acceptance of PMS increases. They then make greater use of both financial and non-financial performance measures to obtain comprehensive feedback about their department’s performance. This enhances their decision outcomes, resulting in improved managerial performance.