Comparing Managers' and Non-Managers' Learning and Competencies

Autor/inn/en	Yamazaki, Yoshitaka; Toyama, Michiko; Putranto, Andreas Joko
Titel	Comparing Managers' and Non-Managers' Learning and Competencies
Quelle	In: Journal of Workplace Learning, 30 (2018) 4, S.274-290 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1366-5626
DOI	10.1108/JWL-08-2017-0074
Schlagwörter	Administrators; Competence; Cognitive Style; Workplace Learning; Experiential Learning; Public Officials; Technological Literacy; Interpersonal Competence; Leadership; Helping Relationship; Comprehension; Information Seeking; Data Analysis; Theories; Goal Orientation; Behavior; Foreign Countries; Indonesia + Suchen Sie Ihr Suchwort? Kompetenz; Cognitive styles; Kognitiver Stil; Experiental learning; Erfahrungsorientiertes Lernen; Technisches Wissen; Interpersonale Kompetenz; Führung; Führungsposition; Helfende Beziehung; Verstehen; Verständnis; Informationserschließung; Auswertung; Theory; Theorie; Zielorientierung; Zielvorstellung; Ausland; Indonesien
Abstract	Purpose: The purpose of this study is to empirically explore how managers differ from non-managers with regard to learning skills as competencies and learning style in a public-sector work setting. The paper also examined how learning style affects competency development. Design/methodology/approach: This study applied Kolb's experiential learning theory concomitant with its instruments to analyze 12 skills and 4 learning styles. A total of 457 government officers from the Indonesian Ministry of Finance and Ministry of Internal Affairs participated in this study, including 112 managers and 345 non-managers. Findings: The study had four major findings. Although the two groups were similar in technology skills, managers had stronger skills than non-managers in leadership, relationship, helping, sense making, information gathering, information analysis, theory building, quantitative analysis, goal setting, action and initiative. Relationship skills were important for both managers and non-managers. Managers were more abstract and less concrete learners than non-managers. The learning style with more thinking over feeling affected learning skills development much more than the learning style with more acting over reflecting. Originality/value: Using experiential learning theory, this study has clarified what competencies of managers are more developed than those of non-managers and how the two groups learn differently. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01