This study examines employees' learning preferences in small and medium-sized enterprises (SMEs) at different life-cycle stages.
Abstract
Purpose
This study examines employees' learning preferences in small and medium-sized enterprises (SMEs) at different life-cycle stages.
Design/methodology/approach
The study has two phases. Phase I classified a sample of 30 Hong Kong SMEs into three different life-cycle stages (inception, high growth or maturity). Phase II then explored/compared their employees' learning practices in terms of importance using a mixed-method design through an online learning questionnaire followed by face-to-face semi-structured interviews.
Findings
Based on a list of 32 learning practices common to SME workplaces, the study identified how SME employees perceive the importance of a learning practice. The top 5 and the bottom 5 learning practices in SMEs across life-cycle stages are presented to promote best interests for SME executives.
Research limitations/implications
While SME learning is highly varied, this study sheds light on some traceable context about it as an SME grows. Similar studies with additional SMEs, including SMEs in other locations, are encouraged to strengthen the findings.
Practical implications
The findings help SME executives understand what learning practices are most important (or least important) for their employees, given the life-cycle stage of the firm. Aligning a business with employees' learning preferences in a timely fashion is a managerial decision to be made for driving organizational effectiveness.
Originality/value
It is among the first studies connecting employee learning in SMEs and organizational life cycle to address a critical but missing inquiry.
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THE Reference Department of Paisley Central Library today occupies the room which was the original Public Library built in 1870 and opened to the public in April 1871. Since that…
Abstract
THE Reference Department of Paisley Central Library today occupies the room which was the original Public Library built in 1870 and opened to the public in April 1871. Since that date two extensions to the building have taken place. The first, in 1882, provided a separate room for both Reference and Lending libraries; the second, opened in 1938, provided a new Children's Department. Together with the original cost of the building, these extensions were entirely financed by Sir Peter Coats, James Coats of Auchendrane and Daniel Coats respectively. The people of Paisley indeed owe much to this one family, whose generosity was great. They not only provided the capital required but continued to donate many useful and often extremely valuable works of reference over the many years that followed. In 1975 Paisley Library was incorporated in the new Renfrew District library service.
David Gray, Erik De Haan and Sally Bonneywell
Gender differences in leadership and issues around differential progression of male and female leaders are receiving more attention in the fields of human resource and leadership…
Abstract
Purpose
Gender differences in leadership and issues around differential progression of male and female leaders are receiving more attention in the fields of human resource and leadership development. However, little is known about how interventions designed to support female leaders are being experienced within real-world contexts of global organizations. There is limited research and discussion on how such interventions are experienced at a more systemic level. This study aims to contribute at this very level.
Design/methodology/approach
This study reports on a predominantly coaching-based development program that was designed to further the careers of female leaders within a complex multi-national organization. The study was conducted in a large, global health-care corporation employing 100,000 people based in over 120 countries. The qualitative research design for this study was exploratory, involving a reflexive process at each of the two stages.
Findings
The findings from this qualitative research take the debate on “the gendered organization” further by including the voices of female leaders. They demonstrate that whilst theoretically the concept of the “ideal worker” may inhibit progression, this is not necessarily a barrier to career advancement. Coaching, both individual and group, is shown to have a powerful effect on promoting reflection, self-confidence and focus.
Research limitations/implications
There are two research limitations. While confidentiality was promised, the responses of some interviewees were nevertheless still guarded. Other limitations relate to the extent to which this study can be generalized to other contexts, as it was conducted inside a single global corporation.
Originality/value
The study addresses the complex and urgent topic of differential progression and makes a broader contribution by offering a systemic perspective on gender and development in global organizations.
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The purpose of this study is to relate the practice of organisational learning in small- and medium-sized enterprises (SMEs) to the organisational life cycle (OLC)…
Abstract
Purpose
The purpose of this study is to relate the practice of organisational learning in small- and medium-sized enterprises (SMEs) to the organisational life cycle (OLC), contextualising the differential aspects of an integrated relationship between them.
Design/methodology/approach
It is a mixed-method study with two consecutive phases. In Phase I, 30 Hong Kong SMEs identified through theoretical sampling were classified into three life-cycle stages – inception, high growth and maturity. In Phase II, their employees’ learning practices (grouped by learning levels) were statistically compared using the analysis of variance and then followed up for confirmation with qualitative semi-structured interviews.
Findings
This study uniquely suggests the nature of a relationship between SME organisational learning and the OLC. Empirical results show that three of the four learning levels (individual, group, organisational and inter-organisational) practised in SMEs are varied in importance between life-cycle stages.
Research limitations/implications
Comparative studies are encouraged in other parts of the world to strengthen the findings – with either SMEs or large organisations.
Practical implications
The study informs SME owner/managers about what is important for employee learning at different business stages so that appropriate learning strategies or human resource development policies can be formulated in a timely fashion to promote competitiveness.
Originality/value
It is among the first studies to connect SME learning with organisational growth. The relationships found serve as a sound foundation for further empirical investigations.
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– The purpose of this paper is to explore how employees in small and medium-sized enterprises (SMEs) practise and view workplace learning at three different life-cycle stages.
Abstract
Purpose
The purpose of this paper is to explore how employees in small and medium-sized enterprises (SMEs) practise and view workplace learning at three different life-cycle stages.
Design/methodology/approach
It is a qualitative study using a sample of 30 Hong Kong SMEs classified into inception, high-growth or maturity stage, from which firms in each stage were randomly selected and interviewed until data saturation was reached. Snowball sampling was adopted during interviews and data were examined through thematic analysis.
Findings
Consistent themes (patterns) from 134 semi-structured interviews are identified, addressing both similarities and differences in the nature of the practice of workplace learning in SMEs between life-cycle stages.
Research limitations/implications
More similar comparative studies in other parts of the world, including quantitative surveys on larger samples, with either SMEs or multinational corporations, are encouraged to enrich the current findings.
Practical implications
If organisational growth is a priority, SME owner/managers should support employees’ work and learning in a timely fashion. As the study finds, individual learning and inter-organisational learning are considered “a must to have” for employees, regardless of which stage the firm is at. When an SME enters high-growth, however, more opportunities for group learning are particularly beneficial. For mature SMEs, it is essential for learning to move towards systemisation and include a professional development component to meet employees’ career expectations, not just their work demands.
Originality/value
The results advance the body of knowledge in SME learning from the life-cycle perspective. As one of the first studies in bridging these areas, it brings new implications to academic researchers and SME practitioners.
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Penny Mavor, Eugene Sadler‐Smith and David E. Gray
The purpose of this paper is to examine conceptual and theoretical links between intuition and coaching; investigate accomplished coaches' practical experiences of intuition;…
Abstract
Purpose
The purpose of this paper is to examine conceptual and theoretical links between intuition and coaching; investigate accomplished coaches' practical experiences of intuition; identify skill set of an intuitive coach; discuss implications of findings for coaches', HRD professionals', and line managers' learning and development.
Design/methodology/approach
In‐depth, semi‐structured, individual interviews with 14 accomplished experienced executive coaches (eight males and six females) averaging 14.5 years as a coach.
Findings
Outline of core attributes of an intuitive coach.
Originality/value
Immersion in experience, a reflective approach to practice, effective feedback and supervision, and attending to personal well‐being are likely to enable coaches, HRD practitioners and line managers to take a more informed and intelligent approach to “going with their gut” in coaching and other situations where inter‐ and intra‐personal awareness are important.
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David E. Gray, Paul Iles and Sandra Watson
This article aims to explore dimensions and tensions in the relationship between theory (usually produced by academics) and practice (the domain, normally of practitioners) in…
Abstract
Purpose
This article aims to explore dimensions and tensions in the relationship between theory (usually produced by academics) and practice (the domain, normally of practitioners) in human resource development (HRD).
Design/methodology/approach
The paper examines, from a conceptual perspective, the nature of mode 2 research, where knowledge is generated in the context of multi‐stakeholder teams (academics and practitioners) that transcend the boundaries of traditional disciplines, working on problems to be found in working life.
Findings
Mode 2 research has been seen in dichotomous terms of theory versus practice, referred to in various ways such as: the research‐practice gap; the implementation gap; the research‐practice divide; and the theory‐practice void. This gap is also typified by mode 1 research, an approach which adopts the principles of “normal science” and which generates results, the main beneficiaries of which are the academic community. The authors forward mode 2 research as an approach that requires both academic rigour and practical relevance. The article presents and critically evaluates a number of examples of academic‐practitioner partnerships in action in order to highlight both the potential and the challenges for the development of mode 2 research. It also recommends strategies for the advancement of mode 2 research, including getting academics to attune themselves more closely with the needs of practitioners, encouraging academics to write for practitioner journals, and the use of the kinds of research methodologies that can generate richer stories and cases that resonate with practitioner interests. Practitioners, however, need research that has a practical focus and which can be applied immediately.
Research limitations/implications
This is a conceptual paper that draws on secondary examples to support the authors' contentions, making it appropriate to gain further background information on bridging the gap between theory and practice.
Practical implications
The paper critically evaluates a number of examples of academic‐practitioner partnerships in action.
Originality/value
This paper provides an in‐depth analysis of the challenges of undertaking effective and robust practice‐based research, through articulating philosophical differences in research approaches and discussing tensions between academic and practitioner needs.
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Mark N.K. Saunders, David E. Gray and Harshita Goregaokar
The purpose of this paper is to contribute to the literature on innovation and entrepreneurial learning by exploring how SMEs learn and innovate, how they use both formal and…
Abstract
Purpose
The purpose of this paper is to contribute to the literature on innovation and entrepreneurial learning by exploring how SMEs learn and innovate, how they use both formal and informal learning and in particular the role of networks and crisis events within their learning experience.
Design/methodology/approach
Mixed method study, comprising 13 focus groups, over 1,000 questionnaire responses from SME managers, and 20 case studies derived from semi-structured interviews.
Findings
SMEs have a strong commitment to learning, and a shared vision. Much of this learning is informal through network events, mentoring or coaching. SMEs that are innovative are significantly more committed to learning than those which are less innovative, seeing employee learning as an investment. Innovative SMEs are more likely to have a shared vision, be open-minded and to learn from crises, being able to reflect on their experiences.
Research limitations/implications
There is a need for further process driven qualitative research to understand the interrelationship between, particularly informal, learning, crisis events and SME innovation.
Practical implications
SME owners need opportunities and time for reflection as a means of stimulating personal learning – particularly the opportunity to learn from crisis events. Access to mentors (often outside the business) can be important here, as are informal networks.
Originality/value
This is one of the first mixed method large scale studies to explore the relationship between SME innovation and learning, highlighting the importance of informal learning to innovation and the need for SME leaders to foster this learning as part of a shared organisational vision.
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Equal Opportunities at Wellcome The October issue of Personnel Management contains an article entitled “ When line managers welcome equal opportunities”.
THE bulk of our hospitals, etc., were built about a century ago and when examined in the light of present‐day needs and future requirements they are found to be far from…
Abstract
THE bulk of our hospitals, etc., were built about a century ago and when examined in the light of present‐day needs and future requirements they are found to be far from satisfactory. Millions of hours are wasted annually due to the inadequacies of the buildings, equipment and management. Most of these institutions are trying to give a more comprehensive service to a volume of patients twice as large as they were originally designed to accommodate.