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Understanding Managerial Development: Integrating Developmental…
Understanding Managerial Development: Integrating Developmental Assignments, Learning Orientation, and Access to Developmental Opportunities in Predicting Managerial Competencies
Managers in the present have to be able to adapt to changing demands and situations, manage multiple lateral relationships and cope with stress and uncertainty
First objective -
"Develop and test a model linking highly developmental job assignments to managerial end-state competencies"
Developmental quality of managerial job assignments - the degree to which it contains developmental dimensions that challenge and potentially broaden a manager's current capabilities.
Utilized theory on work experience to one that examines the developmental quality of job assignment itself and tenure
Second Objective -
"Test two boundary conditions inherent un manager's placement in and learning from highly developmental assignments" Applied broad work experience approach, examining managers learning goal orientation and perceived access to developmental assignments.
Furthermore, it theoretically describes how these mechanisms operate to bound placement in and learning from developmental assignments. The result is a nuanced understanding of (1) the types of managers who actively seek out developmental job assignments. (2) the types of managers who learn the most from such experiences. (3) What are role organizational context plays in determining whether those who desire such assignments are able to obtain them.
Dimensions of the developmental quality of managerial job assignments,
(1) Unfamiliar responsibilities the degree to which a manager is expected to assume a set of new or different responsibilities. They force managers to find new ways of dealing with problems, perform in front of different people providing challenge and motivating learning and adaptability
(2) Developing new directions - degree to which an assignments requires starting a new business uit, making strategic change, recting to a change in the businesss environement.
(3) Inherited problems extent to which assignment requires addressing problems created by a predecessor.
(4) Problems with employees degree to which the new job incumbent must manage direct reports who lack experience, are incompetent or are resistant.
2 - 4 dimensions can help develop competencies necessary needed for an effective leader.
(5) High stakes - the degree to which the assignment involves significant responsibility through clear deadlines, pressure, etc
(6) Scale and scope - the degree to which the assignment involves a wide breadth of significant responsibilities.
These aspects pose significant pressure to enhance their current capabilities and perspective and provide a forum for making an impact.
(7) Influencing without authority - involve the extent to which an assignment requires manager to gain cooperation from those who over whom have little formal authority, such as peers and higher-level management.
(8) Handling external pressure - degree to which a job requires managing and responsing to external factors that impact the business.
Can be developmental as requires negotation and influence skills
(9) Managing work diversity - degree to which an assignment requires leading a diverse group or team of indivuduals
(10) Working across cultures - extent of interaction with those of different cultural or ethnic backgrounds. These type of assignments require managers to work with and motivate various types of people and challenge the managers to develop an understanding of cross cultural differences.
Developmental quality is determined by the extent to which these dimensions are present in a managerial assignment.
Represent this as aggregate as not every dimension may occur at every point
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Hypothesis 1- Developmental quality of junior managers' managerial assignments is positively related to their end state competencies
Hypothesis 2- Junior managers' learning goal orientation is positively related to the developmental quality of their current managerial assignments.
Hypothesis 3- The level of access junior managers have to highly developmental assignments moderates the positive relationships between these managers learning goal orientation and the developmental quality of their assignments.
Hypothesis 4- Junior managers' learning goal orientation moderates the relationship between developmental quality of managerial assignments and end-state competencies. More positive relationship with higher levels
Learning goal orientation -
Managers will a high level of learning orientation see developmental assignments as opportunities to enhance their skills and value these experiences highly. However if you have performance goal orientation likely to view these as threatening as they require use of underdeveloped skills.
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Figure 1 was in support of Hypothesis 3 and orived right. Learning goal oritentation moderted the develomental assignment quality-competencies relationship
Implications - "managers' learning goal orientation was related to being in highly developmental assignments only when they perceived they had access to such assignments.
Treated learning goal orientation as an individual difference evidence exists that situational conditions can induce learning goal orientation