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This paper is aimed at presenting a conceptual model of managing by values (MBV) as an important philosophical and practical framework for leaders and managers of organizations use in today’s work environment. We briefly discuss the evolution of management from that of management by instruction (MBI) to management by objectives (MBO) and finally management by values (MBV). We outline the trends and examples of two influential organizations focusing on values and finally provide a MBV as critical and needed method that has been used in Spain and extensively in Cuba.

Although this is a conceptual article, we have included some practical examples where MBV has been used and also some research that has been conducted using this model on MBA students across business schools across the globe.

We present the three major dimensions of MBV (economical‐pragmatic, ethical, and emotional‐developmental). These dimensions were derived from research and practice using MBV in organizations and business schools.

In this article, we present a new management philosophy and practice that is pertinent to organizational leaders and managers in the twenty‐first century. We believe that MBA is not only an important method but also one that is very needed for organizations today. We believe this system of values is core to organizational success and development as it is critical to both practitioners and researchers.

Generative theory challenges assumptions of the status quo, opens the world to new possibilities, and is frequently associated developmentally with a deep and caring concern for establishing and guiding the next generation. With emphasis on “opening the world to new possibilities” and “intergenerational transmission” might there be a useful exploration between the domains of generativity and the vast interest and literature on “the diffusion of innovation?” In this chapter, we develop the concept of generative diffusion of organizational innovation – how extraordinary, even revolutionary, new business organizations can have generative impact around the world while at the same time never coming to be wholly replicated in exactly the same way.

The purpose of this paper is four‐fold: to highlight the emerging stream of team interaction in research; to present a methodology to measure and map out team interaction; to compare team interaction between US and Spanish MBA teams so as to identify any differences between the two cultures; and to propose team interaction focused programs in educational institutions and organizations.

The study used a quantitative research design and administered a survey that captures ten aspects of team interaction in four major dimensions to 32 US MBA teams (n   =   176) and 31 Spanish MBA teams (n   =   152) engaged in the same group exercise and used ANOVA analysis to compare the two groups.

The findings show that the US and Spanish teams differ only in the diverging dimension of their actual team interaction (F   =   26.42, p  <  0.000). A comparative analysis of the ideal team interaction show that both MBA samples desire increased levels of the diverging (F   =   37.7, p <  0.000) and recursiveness (F   =   23.65, p   <   0.000) dimensions.

The study provides a methodology and highlights the significance of employing a team interaction perspective for team learning and development programs in educational and organizational settings.

The paper presents team interaction along four major dimensions – divergent, convergent, status and recursiveness – and provides a brief overview of the theory of Conversational Learning. The approach used in this study contributes to this emerging stream of team research and presents the significance of focusing on the social‐emotional aspects of team interaction in educational and organizational team development programs.

With the increased importance of training in organizations, creating important and meaningful programs are critical to an organization and its members. The purpose of this paper is to suggest a four‐phase systematic approach to designing and evaluating training programs that promotes collaboration between organizational leaders, trainers, participants and evaluators.

The paper presents a case study of a leadership training program conducted at a Midwestern corporate university. Analysis of the qualitative data from interviews with participants and field notes during the first two iterations of the program highlight three major aspects that were then used to develop a unique measure for the evaluation of subsequent iterations. The case study was conducted over a period of 31/2 years involving a total of 175 managers.

A main finding in this study was that content was three times stronger than applicability. This finding was critical in understanding the learning focus of the program and the significance of developing a unique evaluation system that is both meaningful and important to the organization and its members.

The four‐phase approach to develop unique evaluations involving both content and applicability would be of value to human resource professionals involving in designing training programs for career development of managers.

This four‐phase approach focuses on learning and development at the individual and organizational levels. It aligns with Kolb's experiential learning theory and is a process that provides a feedback system for organizations to engage in double‐loop learning to improve the design, delivery and evaluation of their training programs.

Reviews the latest management developments across the globe and pinpoints practical implications from cutting‐edge research and case studies.

This briefing is prepared by an independent writer who adds their own impartial comments and places the articles in context.

In today's rapidly changing and unpredictable business world, having a highly skilled and knowledgeable workforce is vital for any organization to prosper and grow. Training has naturally become more crucial than ever and only those companies able to develop effective programs can hope to reap the rewards. However, many organizations simply go through the motions where training is concerned and even the likelihood of gaining competitive advantage fails to shift the prevailing apathy. That's not true everywhere, of course, because some companies invest heavily in employee training and development. But since the return rarely justifies the outlay, these organizations also often come up short. The reason for this? Evaluation. Or, more to the point, the lack of it. Surprisingly, company leaders often overlook this aspect even though it should be regarded as an integral part of any training program. After all, how can we realistically expect to know whether something is functioning properly or not if we cannot be bothered to carry out a proper appraisal of it?

Provides strategic insights and practical thinking that have influenced some of the world's leading organizations.

The briefing saves busy executives and researchers hours of reading time by selecting only the very best, most pertinent information and presenting it in a condensed and easy‐to‐digest format.