Pub Date : 2021-01-04DOI: 10.1108/dlo-11-2020-0220
J. Federman
The purpose of this study is to understand how regulatory focus influences informal learning behaviors. A growing body of research indicates that regulatory focus has significant consequences for goal pursuit in the workplace, yet it has not been readily studied or applied to the field of human resource management (Johnson et al., 2015). This is one of the few studies to examine the relationship between informal learning and regulatory focus theory that can be applied to the training and development field.,Using a qualitative research design, a semi-structured interview was used to increase the comparability of participant responses. Questions were asked in an open-ended manner, allowing for a structured approach for collecting information yet providing flexibility for the sake of gaining more in-depth responses. An interview guideline was used to standardize the questions and ensure similar kinds of information were obtained across participants. A typological analytic approach (Lincoln and Guba, 1985) was used to analyze the data.,In a sample of 16 working adults, (44% female and 56% male), participants who were identified as having either a promotion- or prevention-focus orientation were interviewed about types of informal learning strategies they used. The results revealed that performance success and failure have differential effects on learning behaviors for prevention and promotion-focus systems. Stress and errors motivate informal learning for the prevention-focus system, whereas positive affect motivates informal learning for the promotion-focus system. Prevention-focus participants articulated greater use of vicarious learning, reflective thinking and feedback-seeking as methods of informal learning. Promotion-focus participants articulated greater use of experimentation methods of informal learning.,This study provides an in-depth understanding of how regulatory focus influences informal learning. Few studies have considered how regulatory focus promotes distinct strategies and inclinations toward using informal learning. Performance success and failure have differential effects on informal learning behaviors for regulatory promotion and prevention systems. This has theoretical and practical implications in consideration of why employees engage in informal learning, and the tactics and strategies they use for learning.
本研究的目的是了解监管焦点如何影响非正式学习行为。越来越多的研究表明，监管焦点对工作场所的目标追求具有重要影响，但尚未被轻易研究或应用于人力资源管理领域(Johnson et al.， 2015)。这是少数研究非正式学习和监管焦点理论之间关系的研究之一，可以应用于培训和发展领域。采用定性研究设计，采用半结构化访谈来增加参与者回答的可比性。问题是以不限成员名额的方式提出的，既允许采用有组织的方法收集资料，又提供灵活性，以便获得更深入的答复。访谈指南用于标准化问题，并确保在参与者中获得类似的信息。使用类型学分析方法(Lincoln and Guba, 1985)分析数据。在16名在职成年人的样本中(44%为女性，56%为男性)，被确定为以促进或预防为重点的参与者接受了关于他们使用的非正式学习策略类型的采访。结果表明，绩效成功和失败对预防和促进重点系统的学习行为有不同的影响。压力和错误对预防导向系统的非正式学习有激励作用，而积极情绪对促进导向系统的非正式学习有激励作用。以预防为重点的参与者将更多地使用替代学习、反思性思维和寻求反馈作为非正式学习方法。以促进为重点的参与者阐明了更多地使用非正式学习的实验方法。本研究提供了对监管焦点如何影响非正式学习的深入理解。很少有研究考虑监管焦点如何促进不同的策略和使用非正式学习的倾向。绩效成功和失败对监管促进和预防系统的非正式学习行为有不同的影响。这在考虑员工参与非正式学习的原因以及他们使用的学习策略和策略方面具有理论和实践意义。
{"title":"Regulatory focus and learning. How the pursuit of promotion and prevention-focus goals influence informal learning in the workplace","authors":"J. Federman","doi":"10.1108/dlo-11-2020-0220","DOIUrl":"https://doi.org/10.1108/dlo-11-2020-0220","url":null,"abstract":"The purpose of this study is to understand how regulatory focus influences informal learning behaviors. A growing body of research indicates that regulatory focus has significant consequences for goal pursuit in the workplace, yet it has not been readily studied or applied to the field of human resource management (Johnson et al., 2015). This is one of the few studies to examine the relationship between informal learning and regulatory focus theory that can be applied to the training and development field.,Using a qualitative research design, a semi-structured interview was used to increase the comparability of participant responses. Questions were asked in an open-ended manner, allowing for a structured approach for collecting information yet providing flexibility for the sake of gaining more in-depth responses. An interview guideline was used to standardize the questions and ensure similar kinds of information were obtained across participants. A typological analytic approach (Lincoln and Guba, 1985) was used to analyze the data.,In a sample of 16 working adults, (44% female and 56% male), participants who were identified as having either a promotion- or prevention-focus orientation were interviewed about types of informal learning strategies they used. The results revealed that performance success and failure have differential effects on learning behaviors for prevention and promotion-focus systems. Stress and errors motivate informal learning for the prevention-focus system, whereas positive affect motivates informal learning for the promotion-focus system. Prevention-focus participants articulated greater use of vicarious learning, reflective thinking and feedback-seeking as methods of informal learning. Promotion-focus participants articulated greater use of experimentation methods of informal learning.,This study provides an in-depth understanding of how regulatory focus influences informal learning. Few studies have considered how regulatory focus promotes distinct strategies and inclinations toward using informal learning. Performance success and failure have differential effects on informal learning behaviors for regulatory promotion and prevention systems. This has theoretical and practical implications in consideration of why employees engage in informal learning, and the tactics and strategies they use for learning.","PeriodicalId":39753,"journal":{"name":"Development and Learning in Organizations","volume":"33 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80622985","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-12-31DOI: 10.1108/dlo-06-2020-0121
R. Roberts
Purpose This paper examined a tiered leadership development program (LDP) designed to optimize natural organizational learning. Design/method/approach The heuristic design of the tiered LDP linked learning pragmatic to the leaders’ workplace to the LDP content instructed in real-time. Findings The longitudinal study showed the real-time connected natural learning and LDP instruction fortified participants’ competencies systemically throughout the organization easily measured through the continuous assessment and feedback from multiple sources. Originality This paper introduces a unique and comprehensive tiered leadership development program that promotes stackable and transferable learning symbiotic of leaders’ relationships and organizational tasks at a variety of organizational levels.
{"title":"Let natural learning arise!: optimizing organizational learning through a customized leadership development program","authors":"R. Roberts","doi":"10.1108/dlo-06-2020-0121","DOIUrl":"https://doi.org/10.1108/dlo-06-2020-0121","url":null,"abstract":"Purpose This paper examined a tiered leadership development program (LDP) designed to optimize natural organizational learning. Design/method/approach The heuristic design of the tiered LDP linked learning pragmatic to the leaders’ workplace to the LDP content instructed in real-time. Findings The longitudinal study showed the real-time connected natural learning and LDP instruction fortified participants’ competencies systemically throughout the organization easily measured through the continuous assessment and feedback from multiple sources. Originality This paper introduces a unique and comprehensive tiered leadership development program that promotes stackable and transferable learning symbiotic of leaders’ relationships and organizational tasks at a variety of organizational levels.","PeriodicalId":39753,"journal":{"name":"Development and Learning in Organizations","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88290892","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-12-14DOI: 10.1108/dlo-08-2020-0174
J. Cohen
PurposeAs online learning becomes more ubiquitous and particularly in consideration of the current need to move classroom based teaching online given Covid-19, it seems opportune to address the pedagogical differences between online and face-to-face teaching, so that online delivery moves beyond the paradigms of its face-to-face counterpart, such as the lecture. This paper explores the need for a fit for purpose pedagogical approach for online learning, as opposed to one in which a classroom based pedagogy is applied, often rather clumsily to an online learning environment.Design/methodology/approachThe engagement of students in an online learning environment is closely associated with student success. The argument is that students who are actively engaged are more likely to learn and to achieve greater success. Student engagement is facilitated through the design and arrangement of the learning material, and by the presence, attitude and the facilitation of learning by the online teacher or trainer.FindingsRather than presenting any research findings this paper simply explores concepts relating to online learning design and online teaching.Practical implicationsThe practical implication of this paper are better alignment between teaching/training interventions and learning design.Originality/valueThis paper is a viewpoint paper and is original. This paper has not been submitted elsewhere. 10;10;This paper would be a valuable resource for those new to online learning or those looking to establish a fit for purpose approach to online learning.
{"title":"A fit for purpose pedagogy: Online learning designing and teaching","authors":"J. Cohen","doi":"10.1108/dlo-08-2020-0174","DOIUrl":"https://doi.org/10.1108/dlo-08-2020-0174","url":null,"abstract":"PurposeAs online learning becomes more ubiquitous and particularly in consideration of the current need to move classroom based teaching online given Covid-19, it seems opportune to address the pedagogical differences between online and face-to-face teaching, so that online delivery moves beyond the paradigms of its face-to-face counterpart, such as the lecture. This paper explores the need for a fit for purpose pedagogical approach for online learning, as opposed to one in which a classroom based pedagogy is applied, often rather clumsily to an online learning environment.Design/methodology/approachThe engagement of students in an online learning environment is closely associated with student success. The argument is that students who are actively engaged are more likely to learn and to achieve greater success. Student engagement is facilitated through the design and arrangement of the learning material, and by the presence, attitude and the facilitation of learning by the online teacher or trainer.FindingsRather than presenting any research findings this paper simply explores concepts relating to online learning design and online teaching.Practical implicationsThe practical implication of this paper are better alignment between teaching/training interventions and learning design.Originality/valueThis paper is a viewpoint paper and is original. This paper has not been submitted elsewhere. 10;10;This paper would be a valuable resource for those new to online learning or those looking to establish a fit for purpose approach to online learning.","PeriodicalId":39753,"journal":{"name":"Development and Learning in Organizations","volume":"57 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80088739","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Learning Transfer","authors":"J. Ford","doi":"10.4324/9780429260018-7","DOIUrl":"https://doi.org/10.4324/9780429260018-7","url":null,"abstract":"","PeriodicalId":39753,"journal":{"name":"Development and Learning in Organizations","volume":"146 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-11-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76072453","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-11-25DOI: 10.1108/dlo-02-2018-0024
J. Ford
{"title":"Developing Leaders","authors":"J. Ford","doi":"10.1108/dlo-02-2018-0024","DOIUrl":"https://doi.org/10.1108/dlo-02-2018-0024","url":null,"abstract":"","PeriodicalId":39753,"journal":{"name":"Development and Learning in Organizations","volume":"12 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-11-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78506741","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Learning about Learning","authors":"J. Ford","doi":"10.4324/9780429260018-3","DOIUrl":"https://doi.org/10.4324/9780429260018-3","url":null,"abstract":"","PeriodicalId":39753,"journal":{"name":"Development and Learning in Organizations","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-11-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79005237","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-10-23DOI: 10.1108/dlo-05-2020-0104
P. Dave, Anamika Sinha, B. Varkkey
Purpose The paper attempts to establish cause and effect between an individual's motivation to learn, workplace learning and the in-role job performance of IT professionals Design/methodology/approach The study uses descriptive design, with a convenience sample of 531 respondents and uses Sobel's test to test for the mediating effect of Workplace learning on an individual’s motivation to learn and in-role job performance Findings It is found that individuals negotiate their own learning and development strategies. If HR designs on workplace learning are well designed, an individual's own motivation may have very little impact on job performance. However, workplace learning initiatives impact job performance very significantly. 10; 10;It was found that Workplace learning interventions significantly impact the relation between an individual’s motivation to learn and in-role performance. Independently, motivation to learn has very little predictability on job performance, but facilitated through workplace learning, it explains 23% of job performance. Work place learning on its own predicts 45% of job performance. An individual's motivation to learn predicts workplace learning by 36%. 10. Practical implications These findings can be used as a guide for HR professionals to negotiate training and learning designs, including informal and incidental learning initiatives in a holistic design. It can be used as a secondary source to build a case for training and learning investment. Originality/value This is one of the first studies that has used Sobel's test for studying the mediation effects of Workplace learning on motivation to learn and in-role job performance of professionals in the Indian IT industry. The statistically significant results are an indication for industry leaders to take an action toward improving the learning architecture of firms using a blended approach to formal, informal and incidental learning interventions.
{"title":"\"Workplace learning in the IT sector: building a case for investment”","authors":"P. Dave, Anamika Sinha, B. Varkkey","doi":"10.1108/dlo-05-2020-0104","DOIUrl":"https://doi.org/10.1108/dlo-05-2020-0104","url":null,"abstract":"\u0000Purpose\u0000The paper attempts to establish cause and effect between an individual's motivation to learn, workplace learning and the in-role job performance of IT professionals\u0000\u0000\u0000Design/methodology/approach\u0000The study uses descriptive design, with a convenience sample of 531 respondents and uses Sobel's test to test for the mediating effect of Workplace learning on an individual’s motivation to learn and in-role job performance\u0000\u0000\u0000Findings\u0000It is found that individuals negotiate their own learning and development strategies. If HR designs on workplace learning are well designed, an individual's own motivation may have very little impact on job performance. However, workplace learning initiatives impact job performance very significantly. 10; 10;It was found that Workplace learning interventions significantly impact the relation between an individual’s motivation to learn and in-role performance. Independently, motivation to learn has very little predictability on job performance, but facilitated through workplace learning, it explains 23% of job performance. Work place learning on its own predicts 45% of job performance. An individual's motivation to learn predicts workplace learning by 36%. 10.\u0000\u0000\u0000Practical implications\u0000These findings can be used as a guide for HR professionals to negotiate training and learning designs, including informal and incidental learning initiatives in a holistic design. It can be used as a secondary source to build a case for training and learning investment.\u0000\u0000\u0000Originality/value\u0000This is one of the first studies that has used Sobel's test for studying the mediation effects of Workplace learning on motivation to learn and in-role job performance of professionals in the Indian IT industry. The statistically significant results are an indication for industry leaders to take an action toward improving the learning architecture of firms using a blended approach to formal, informal and incidental learning interventions.\u0000","PeriodicalId":39753,"journal":{"name":"Development and Learning in Organizations","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90670465","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-10-16DOI: 10.1108/dlo-08-2020-0169
J. Okoli
Design/Methodology/Approach This review examines the role of intuition as a cognitive tool to better manage complex crises. The paper draws on a case study in the aviation industry, the Hudson river incident, to advance the potency and value of intuitive expertise in crisis situations. Purpose Crisis managers operating in safety critical domains are often faced with difficult and exceptional conditions that may challenge their expertise and cause them to rely more heavily on their experiential knowledge. This review therefore provides insights into intuitive thinking and demonstrates its importance in crisis decision-making. Findings Evidence suggests that intuition arguably offers a better cognitive option to decision-makers in high staked and time-pressured crisis situations. The Hudson River case study further highlights why organizations should aim to train their personnel to become better intuitive thinkers. Originality/value This review challenges conventional classical decision theory, outlining its limitations in typical fast paced crises environments. The paper instead positions intuition as a scientific construct that holds important value for crisis managers in extreme conditions.
{"title":"Improving decision-making effectiveness in crisis situations: developing intuitive expertise at the workplace","authors":"J. Okoli","doi":"10.1108/dlo-08-2020-0169","DOIUrl":"https://doi.org/10.1108/dlo-08-2020-0169","url":null,"abstract":"\u0000Design/Methodology/Approach\u0000This review examines the role of intuition as a cognitive tool to better manage complex crises. The paper draws on a case study in the aviation industry, the Hudson river incident, to advance the potency and value of intuitive expertise in crisis situations.\u0000\u0000\u0000Purpose\u0000Crisis managers operating in safety critical domains are often faced with difficult and exceptional conditions that may challenge their expertise and cause them to rely more heavily on their experiential knowledge. This review therefore provides insights into intuitive thinking and demonstrates its importance in crisis decision-making.\u0000\u0000\u0000Findings\u0000Evidence suggests that intuition arguably offers a better cognitive option to decision-makers in high staked and time-pressured crisis situations. The Hudson River case study further highlights why organizations should aim to train their personnel to become better intuitive thinkers.\u0000\u0000\u0000Originality/value\u0000This review challenges conventional classical decision theory, outlining its limitations in typical fast paced crises environments. The paper instead positions intuition as a scientific construct that holds important value for crisis managers in extreme conditions.\u0000","PeriodicalId":39753,"journal":{"name":"Development and Learning in Organizations","volume":"2 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89459361","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-08-05DOI: 10.1108/dlo-02-2020-0041
N. Joseph, Abhishek Totawar
Purpose The purpose of this paper is to highlight the role of informal learning behaviors in increasing the social capital of organizations. The paper provides a brief overview of social capital and informal learning and proposes to interlink them for increasing knowledge capability of organizations. Design/methodology/approach Drawing on a review of social capital theory and informal learning behaviors, this article presents a conceptual approach for practitioners to deploy informal learning behaviors to increase social capital and subsequently, the knowledge capability of their organizations. Findings With the fast-changing global business scenario and limited availability of capital to invest in formal training behaviors, organizations continue to face difficulties in increasing their knowledge capability. This article suggests a simple, cost-effective and easy-to-deploy method of employing informal learning behaviors to build and sustain social capital and through it the knowledge capabilities of organizations. Originality/value There is currently limited research into the applicability of using informal learning behaviors in the field of social capital and knowledge capability building.
{"title":"How to increase social capital of organizations: identifying the role of informal learning behaviors","authors":"N. Joseph, Abhishek Totawar","doi":"10.1108/dlo-02-2020-0041","DOIUrl":"https://doi.org/10.1108/dlo-02-2020-0041","url":null,"abstract":"\u0000Purpose\u0000The purpose of this paper is to highlight the role of informal learning behaviors in increasing the social capital of organizations. The paper provides a brief overview of social capital and informal learning and proposes to interlink them for increasing knowledge capability of organizations.\u0000\u0000\u0000Design/methodology/approach\u0000Drawing on a review of social capital theory and informal learning behaviors, this article presents a conceptual approach for practitioners to deploy informal learning behaviors to increase social capital and subsequently, the knowledge capability of their organizations.\u0000\u0000\u0000Findings\u0000With the fast-changing global business scenario and limited availability of capital to invest in formal training behaviors, organizations continue to face difficulties in increasing their knowledge capability. This article suggests a simple, cost-effective and easy-to-deploy method of employing informal learning behaviors to build and sustain social capital and through it the knowledge capabilities of organizations.\u0000\u0000\u0000Originality/value\u0000There is currently limited research into the applicability of using informal learning behaviors in the field of social capital and knowledge capability building.\u0000","PeriodicalId":39753,"journal":{"name":"Development and Learning in Organizations","volume":"52 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81227226","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-08-03DOI: 10.1108/dlo-11-2019-0265
V. Sahai
Purpose The paper aims to provide a coaching framework for the millennial workforce using the Functional Fluency model. The coach empowers the millennials by asking powerful questions on each of the nine modes of the model. This will support them in “being in-charge”, “being self”, and “being with-it” to improve their personal effectiveness in workplace and personal life. Design/methodology/approach The framework offers the coach indicative powerful question based on nine modes of Functional Fluency model for coaching the millennials to improve their personal effectiveness in workplace and personal life. Findings Coaching the millennials is about making them aware on the way they expend their energies. Based on a millennial’s need for coaching, a coach asks powerful questions from one or more modes and explores their story to elicit realistic options for the next best step. Research limitations/implications The coach must possess the appropriate credentials to be a coach and have the knowledge of Functional Fluency. The questions in the framework are indicative of the modes. Practical implications The framework provides the coach using the Functional Fluency model to ask powerful “what-how” questions on each of the nine modes to elicit realistic options for way forward with a millennial “coachee”. Originality/value The organizations are devising innovative methods on training & development for the millennials. Coaching them with powerful questions on Functional Fluency Model provides the value on improving their interpersonal effectiveness at workplace and in personal life as well.
{"title":"Coaching the millennial: using a model to empower them personally and professionally","authors":"V. Sahai","doi":"10.1108/dlo-11-2019-0265","DOIUrl":"https://doi.org/10.1108/dlo-11-2019-0265","url":null,"abstract":"\u0000Purpose\u0000The paper aims to provide a coaching framework for the millennial workforce using the Functional Fluency model. The coach empowers the millennials by asking powerful questions on each of the nine modes of the model. This will support them in “being in-charge”, “being self”, and “being with-it” to improve their personal effectiveness in workplace and personal life.\u0000\u0000\u0000Design/methodology/approach\u0000The framework offers the coach indicative powerful question based on nine modes of Functional Fluency model for coaching the millennials to improve their personal effectiveness in workplace and personal life.\u0000\u0000\u0000Findings\u0000Coaching the millennials is about making them aware on the way they expend their energies. Based on a millennial’s need for coaching, a coach asks powerful questions from one or more modes and explores their story to elicit realistic options for the next best step.\u0000\u0000\u0000Research limitations/implications\u0000The coach must possess the appropriate credentials to be a coach and have the knowledge of Functional Fluency. The questions in the framework are indicative of the modes.\u0000\u0000\u0000Practical implications\u0000The framework provides the coach using the Functional Fluency model to ask powerful “what-how” questions on each of the nine modes to elicit realistic options for way forward with a millennial “coachee”.\u0000\u0000\u0000Originality/value\u0000The organizations are devising innovative methods on training & development for the millennials. Coaching them with powerful questions on Functional Fluency Model provides the value on improving their interpersonal effectiveness at workplace and in personal life as well.\u0000","PeriodicalId":39753,"journal":{"name":"Development and Learning in Organizations","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-08-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89110740","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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