Preface. 1. The Performance Management Process and Employee Engagement. 2. Understanding Performa... more Preface. 1. The Performance Management Process and Employee Engagement. 2. Understanding Performance Appraisal. 3. Building a Climate of Trust. 4. Setting Meaningful and Effective Goals. 5. Meeting the Feedback Challenge. 6. Recognizing Employee Performance. 7. Learning about 360-Degree Feedback. 8. Coaching for Success. 9. Managing Employee and Team Learning and Development. 10. Managing and Preventing Employee Burnout. 11. A Closing Look at Performance Management and Employee Engagement.
Team Performance Management: An International Journal
PurposeMulti-team systems (MTSs) are expected to respond effectively to complex challenges while ... more PurposeMulti-team systems (MTSs) are expected to respond effectively to complex challenges while remaining responsive and adaptable and preserving inter-team linking mechanisms. The leadership team of an MTS is expected to configure and reconfigure component teams to meet the unique needs of each situation and perform. How do they learn to do this? This paper, using a recent MTS learning theory as a basis, aims to begin to understand how MTSs learn and stimulate ideas for future research.Design/methodology/approachThe authors use two case studies to address research questions. The first case was a snapshot in time, while the second case occurred over several months. Interviews, documents and participant observation were the data sources.FindingsAs suggested by theory, findings support the idea that learning triggers, the timing of the triggers and readiness to learn (RtL) affect the type of learning process that emerges. The cases showed examples of adaptive and generative team lear...
Students of organizations are beginning to recognize the importance of continuous learning in org... more Students of organizations are beginning to recognize the importance of continuous learning in organizations, but to date the concept is not well understood, particularly in terms of how the learning of individuals is related to the learning that takes place in groups, which is related to the learning that occurs in organizations (and all other combinations). To further our understanding, we offer the idea of continuous learning in organizations from a living system's perspective. We view individuals, groups, and organizations as living systems nested in a hierarchy. We propose that living systems can learn in three ways: they can adapt, they can generate, and they can transform. Learning triggers from the environment spark learning, and this relationship is moderated by the system's readiness to learn. Readiness to learn is a function of the permeability of the system's boundaries, the system's stage of development, and the system's meta-systems perspective. Additional research questions are presented to explore learning flow between levels and to determine how the match between one system's pressure for change and another system's readiness to learn affects the emergence of adaptive, generative, and transformative learning. In addition, research questions are offered as a means to test these ideas and build grounded theory. Finally, using this model, the chapter presents three case studies and suggests diagnostic questions to analyze and facilitate continuous learning from a multi-level perspective.
... Kolb's (1984) experiential learning cycle suggests that the learner must make the link b... more ... Kolb's (1984) experiential learning cycle suggests that the learner must make the link between the theory and action by active experimentation, doing, reflecting, relating it back to the ... Courtney A. Hopkins Massachusetts General Hospital, Department of Psychiatry ABSTRACT ...
Annual Review of Organizational Psychology and Organizational Behavior
Self-awareness—how we see ourselves and the effects we have on our environment—influences our beh... more Self-awareness—how we see ourselves and the effects we have on our environment—influences our behavior and the type of person we want to become. This article examines recent research and areas of practice that address the meaning of self-awareness and how it develops over time. We build on extant comprehensive reviews of the literature to define self-awareness and its accuracy, measurement, and effects, including the dark side of being overly introspective. We offer a framework to integrate theory-based processes. We present the results of a literature search of educational interventions aimed at increasing mindfulness through reflection, feedback, and coaching. We conclude with calls for research and implications for practice in areas of measurement, tracking changes, interventions, and self in relation to others in areas of societal impact, self-presentation on digital media, and promoting self-awareness in relation to organization and team membership.
... In chapter 1, the authors describe what they mean by continuous learning at the individual, g... more ... In chapter 1, the authors describe what they mean by continuous learning at the individual, group, and organizational level, and present a systems model of adaptive, generative, and transformativelearning. The next three chapters focus on individual continuous learning (chap. ...
Preface. 1. The Performance Management Process and Employee Engagement. 2. Understanding Performa... more Preface. 1. The Performance Management Process and Employee Engagement. 2. Understanding Performance Appraisal. 3. Building a Climate of Trust. 4. Setting Meaningful and Effective Goals. 5. Meeting the Feedback Challenge. 6. Recognizing Employee Performance. 7. Learning about 360-Degree Feedback. 8. Coaching for Success. 9. Managing Employee and Team Learning and Development. 10. Managing and Preventing Employee Burnout. 11. A Closing Look at Performance Management and Employee Engagement.
Team Performance Management: An International Journal
PurposeMulti-team systems (MTSs) are expected to respond effectively to complex challenges while ... more PurposeMulti-team systems (MTSs) are expected to respond effectively to complex challenges while remaining responsive and adaptable and preserving inter-team linking mechanisms. The leadership team of an MTS is expected to configure and reconfigure component teams to meet the unique needs of each situation and perform. How do they learn to do this? This paper, using a recent MTS learning theory as a basis, aims to begin to understand how MTSs learn and stimulate ideas for future research.Design/methodology/approachThe authors use two case studies to address research questions. The first case was a snapshot in time, while the second case occurred over several months. Interviews, documents and participant observation were the data sources.FindingsAs suggested by theory, findings support the idea that learning triggers, the timing of the triggers and readiness to learn (RtL) affect the type of learning process that emerges. The cases showed examples of adaptive and generative team lear...
Students of organizations are beginning to recognize the importance of continuous learning in org... more Students of organizations are beginning to recognize the importance of continuous learning in organizations, but to date the concept is not well understood, particularly in terms of how the learning of individuals is related to the learning that takes place in groups, which is related to the learning that occurs in organizations (and all other combinations). To further our understanding, we offer the idea of continuous learning in organizations from a living system's perspective. We view individuals, groups, and organizations as living systems nested in a hierarchy. We propose that living systems can learn in three ways: they can adapt, they can generate, and they can transform. Learning triggers from the environment spark learning, and this relationship is moderated by the system's readiness to learn. Readiness to learn is a function of the permeability of the system's boundaries, the system's stage of development, and the system's meta-systems perspective. Additional research questions are presented to explore learning flow between levels and to determine how the match between one system's pressure for change and another system's readiness to learn affects the emergence of adaptive, generative, and transformative learning. In addition, research questions are offered as a means to test these ideas and build grounded theory. Finally, using this model, the chapter presents three case studies and suggests diagnostic questions to analyze and facilitate continuous learning from a multi-level perspective.
... Kolb's (1984) experiential learning cycle suggests that the learner must make the link b... more ... Kolb's (1984) experiential learning cycle suggests that the learner must make the link between the theory and action by active experimentation, doing, reflecting, relating it back to the ... Courtney A. Hopkins Massachusetts General Hospital, Department of Psychiatry ABSTRACT ...
Annual Review of Organizational Psychology and Organizational Behavior
Self-awareness—how we see ourselves and the effects we have on our environment—influences our beh... more Self-awareness—how we see ourselves and the effects we have on our environment—influences our behavior and the type of person we want to become. This article examines recent research and areas of practice that address the meaning of self-awareness and how it develops over time. We build on extant comprehensive reviews of the literature to define self-awareness and its accuracy, measurement, and effects, including the dark side of being overly introspective. We offer a framework to integrate theory-based processes. We present the results of a literature search of educational interventions aimed at increasing mindfulness through reflection, feedback, and coaching. We conclude with calls for research and implications for practice in areas of measurement, tracking changes, interventions, and self in relation to others in areas of societal impact, self-presentation on digital media, and promoting self-awareness in relation to organization and team membership.
... In chapter 1, the authors describe what they mean by continuous learning at the individual, g... more ... In chapter 1, the authors describe what they mean by continuous learning at the individual, group, and organizational level, and present a systems model of adaptive, generative, and transformativelearning. The next three chapters focus on individual continuous learning (chap. ...
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Papers by Manuel London