Comparing managers’ and non-managers’ learning and competencies

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.

Citation

Yamazaki, Y., Toyama, M. and Putranto, A.J. (2018), "Comparing managers’ and non-managers’ learning and competencies", Journal of Workplace Learning, Vol. 30 No. 4, pp. 274-290. https://doi.org/10.1108/JWL-08-2017-0074