COMPARISON OF ARTICLES
1. Organizational Interventions and Evaluations
Nielsen & Abildgaard (2013) and Visse et al. (2012)
Example: In a large corporate restructuring at a tech company, managers used Nielsen & Abildgaard’s framework to evaluate how changes in
leadership affected employee morale. They considered not just the immediate outcomes but also how the organizational culture (omnibus context)
shaped employees' perceptions.
Visse et al. would have added another layer by looking at the moral responsibility of the evaluators to ensure employees were fairly represented
during the process and how relationships between stakeholders influenced the outcome.
Link: Both stress that successful evaluations should take into account both contextual factors (broad organizational changes) and the moral
responsibilities of evaluators to ensure fairness and inclusiveness.
2. Training Transfer and Effectiveness
Blume et al. (2010), Salas et al. (2012), and Botke et al. (2019)
Example (Blume et al.): A financial services company conducts training on compliance protocols. While employees perform well in a controlled
training environment, the transfer of training fails in the workplace because the tasks differ greatly. Blume et al. explain this by differentiating near
transfer (training closely matches job tasks) and far transfer (training does not closely resemble the job).
Example (Salas et al.): A retail company uses Salas et al.’s principles to design sales training by incorporating active learning (role-playing customer
interactions). After the training, managers encourage employees to use learned skills immediately on the job, supported by regular feedback to
reinforce learning.
Example (Botke et al.): After the retail training, managers apply Botke et al.’s post-training interventions by introducing reflection sessions and
coaching to ensure sales staff can discuss challenges they face and receive ongoing support.
Link: These articles collectively show that training transfer depends on both the design of the training (Blume, Salas) and the support mechanisms (coaching,
feedback) applied after training (Botke). Without consistent reflection and coaching, training may fail to transfer effectively to the job.
,3. Adaptive Expertise and Situated Learning
Georgiou et al. (2023) and Handley et al. (2007)
Example (Georgiou et al.): A healthcare organization needs nurses to adapt to new procedures quickly. Georgiou et al.’s concept of adaptive
expertise explains how nurses who are encouraged to self-regulate their learning and apply their knowledge to novel situations become more
proficient at handling unexpected patient scenarios.
Example (Handley et al. 2007): In a law firm, junior associates learn through situated learning by observing and participating in the day-to-day
practices of senior lawyers. Over time, they develop a strong sense of their professional identity by engaging with the firm’s community of practice,
as discussed by Handley et al..
Link: Georgiou et al. emphasize the need for self-regulation and adaptability in dynamic environments, while Handley et al. focus on how social interaction in
a community (such as law or healthcare) leads to deeper learning. Both underscore that expertise isn’t developed in isolation but through engaging with
real-world, context-driven tasks.
4. Reflective Inquiry and Coaching in Learning
Sofo et al. (2010) and Botke et al. (2019)
Example (Sofo et al.): A consultancy firm introduces action learning by encouraging consultants to tackle real client issues. Using Sofo et al.’s
reflective inquiry, team leaders pose deep, reflective questions during problem-solving sessions, prompting the team to think critically about their
solutions and the learning process.
Example (Botke et al.): In a similar context, after a major consulting project, the firm implements Botke et al.’s post-project reviews, where
consultants receive individual coaching and feedback on how they performed and how they can improve, ensuring continuous development.
Link: Both Sofo et al. and Botke et al. stress that reflection and coaching are critical to sustaining learning. Sofo et al. focus on action learning during the task,
while Botke et al. emphasize post-task reflection and feedback, ensuring that learning sticks beyond the immediate context.
5. Leadership and Organizational Effectiveness
,Yukl (2008) and Mahsud et al. (2011)
Example (Yukl): A multinational corporation facing declining market share seeks to revamp its strategy. Yukl’s study on leadership behaviors suggests
that the CEO needs to focus on strategic direction, communication, and building a culture that supports innovation to regain market
competitiveness.
Example (Mahsud et al.): In a tech startup, Mahsud et al.’s work on innovation and human capital comes into play. The CEO fosters an environment
where innovation and employee skill development (human capital) are prioritized, leading to improved firm performance and sustained growth.
Link: Both articles emphasize that leadership is central to organizational success, whether it’s in driving innovation or ensuring overall organizational
effectiveness. Yukl focuses more on behavioral leadership, while Mahsud et al. link leadership strategies directly to innovation and human capital as key
drivers of success.
6. Teaching Expertise and Education
Van Dijk et al. (2020), Van Tartwijk et al. (2020), and Imants et al. (2013)
Example (Van Dijk et al.): A university introduces a professional development program based on Van Dijk et al.’s framework. The program helps
faculty develop adaptive expertise through continuous reflective practice to improve their teaching methods and address diverse student needs.
Example (Van Tartwijk et al.): An educator in higher education participates in Van Tartwijk et al.’s professional development program, where they
work on reflective practice and adaptability, using feedback from colleagues and students to improve their teaching style.
Example (Imants et al.): In an elementary school, Imants et al.’s study is applied to assess how workplace conditions (e.g., autonomy and
collaboration) affect teachers' responses to a new curriculum reform. Teachers who feel empowered by their environment are more likely to
embrace reform, while those in unsupportive environments resist change.
Link: Van Dijk et al. and Van Tartwijk et al. focus on the development of teacher expertise through reflective practice and adaptive learning, while Imants et
al. extends this to show how the workplace environment influences teacher attitudes toward reform. All three recognize that teacher development is shaped
by both internal reflection and external support.
, 7. Public Value and Leadership
Moore (2012) and Yukl (2008)
Example (Moore): In a local government office, public officials apply Moore’s public value framework by aligning their budgeting decisions with the
needs of their community, aiming to create public value through services like affordable housing and public transportation.
Example (Yukl): A public-sector organization also benefits from Yukl’s leadership model, where the agency head focuses on clear communication,
aligning the team’s goals with organizational objectives, and managing change effectively to meet societal expectations.
Link: Moore focuses specifically on public-sector leadership, emphasizing the creation of public value, while Yukl’s leadership model can be applied across
both public and private sectors. Both stress that leadership must align organizational goals with external needs—whether societal (Moore) or organizational
effectiveness (Yukl).
Conclusion and Cross-Cutting Examples:
These articles interconnect on themes such as evaluation, leadership, learning transfer, and adaptive expertise. In each case, examples show how these
concepts play out in real-world settings:
1. Evaluations (Nielsen & Abildgaard, Visse) are enhanced by understanding both contextual factors and moral responsibilities.
2. Training transfer (Blume, Salas, Botke) depends on design, post-training interventions, and organizational support to translate learned skills to the
job.
3. Leadership (Yukl, Mahsud, Moore) is central in guiding organizations through change and driving either innovation or public value.
4. Learning processes (Georgiou, Handley, Sofo, Botke) benefit from reflection, situated learning, and adaptive expertise, reinforced by feedback and
coaching.
Each example grounds these theoretical concepts in practical application, illustrating how organizations, educators, and leaders can apply these insights for
real impact.
1. Organizational Interventions and Evaluations
Nielsen & Abildgaard (2013) and Visse et al. (2012)
Example: In a large corporate restructuring at a tech company, managers used Nielsen & Abildgaard’s framework to evaluate how changes in
leadership affected employee morale. They considered not just the immediate outcomes but also how the organizational culture (omnibus context)
shaped employees' perceptions.
Visse et al. would have added another layer by looking at the moral responsibility of the evaluators to ensure employees were fairly represented
during the process and how relationships between stakeholders influenced the outcome.
Link: Both stress that successful evaluations should take into account both contextual factors (broad organizational changes) and the moral
responsibilities of evaluators to ensure fairness and inclusiveness.
2. Training Transfer and Effectiveness
Blume et al. (2010), Salas et al. (2012), and Botke et al. (2019)
Example (Blume et al.): A financial services company conducts training on compliance protocols. While employees perform well in a controlled
training environment, the transfer of training fails in the workplace because the tasks differ greatly. Blume et al. explain this by differentiating near
transfer (training closely matches job tasks) and far transfer (training does not closely resemble the job).
Example (Salas et al.): A retail company uses Salas et al.’s principles to design sales training by incorporating active learning (role-playing customer
interactions). After the training, managers encourage employees to use learned skills immediately on the job, supported by regular feedback to
reinforce learning.
Example (Botke et al.): After the retail training, managers apply Botke et al.’s post-training interventions by introducing reflection sessions and
coaching to ensure sales staff can discuss challenges they face and receive ongoing support.
Link: These articles collectively show that training transfer depends on both the design of the training (Blume, Salas) and the support mechanisms (coaching,
feedback) applied after training (Botke). Without consistent reflection and coaching, training may fail to transfer effectively to the job.
,3. Adaptive Expertise and Situated Learning
Georgiou et al. (2023) and Handley et al. (2007)
Example (Georgiou et al.): A healthcare organization needs nurses to adapt to new procedures quickly. Georgiou et al.’s concept of adaptive
expertise explains how nurses who are encouraged to self-regulate their learning and apply their knowledge to novel situations become more
proficient at handling unexpected patient scenarios.
Example (Handley et al. 2007): In a law firm, junior associates learn through situated learning by observing and participating in the day-to-day
practices of senior lawyers. Over time, they develop a strong sense of their professional identity by engaging with the firm’s community of practice,
as discussed by Handley et al..
Link: Georgiou et al. emphasize the need for self-regulation and adaptability in dynamic environments, while Handley et al. focus on how social interaction in
a community (such as law or healthcare) leads to deeper learning. Both underscore that expertise isn’t developed in isolation but through engaging with
real-world, context-driven tasks.
4. Reflective Inquiry and Coaching in Learning
Sofo et al. (2010) and Botke et al. (2019)
Example (Sofo et al.): A consultancy firm introduces action learning by encouraging consultants to tackle real client issues. Using Sofo et al.’s
reflective inquiry, team leaders pose deep, reflective questions during problem-solving sessions, prompting the team to think critically about their
solutions and the learning process.
Example (Botke et al.): In a similar context, after a major consulting project, the firm implements Botke et al.’s post-project reviews, where
consultants receive individual coaching and feedback on how they performed and how they can improve, ensuring continuous development.
Link: Both Sofo et al. and Botke et al. stress that reflection and coaching are critical to sustaining learning. Sofo et al. focus on action learning during the task,
while Botke et al. emphasize post-task reflection and feedback, ensuring that learning sticks beyond the immediate context.
5. Leadership and Organizational Effectiveness
,Yukl (2008) and Mahsud et al. (2011)
Example (Yukl): A multinational corporation facing declining market share seeks to revamp its strategy. Yukl’s study on leadership behaviors suggests
that the CEO needs to focus on strategic direction, communication, and building a culture that supports innovation to regain market
competitiveness.
Example (Mahsud et al.): In a tech startup, Mahsud et al.’s work on innovation and human capital comes into play. The CEO fosters an environment
where innovation and employee skill development (human capital) are prioritized, leading to improved firm performance and sustained growth.
Link: Both articles emphasize that leadership is central to organizational success, whether it’s in driving innovation or ensuring overall organizational
effectiveness. Yukl focuses more on behavioral leadership, while Mahsud et al. link leadership strategies directly to innovation and human capital as key
drivers of success.
6. Teaching Expertise and Education
Van Dijk et al. (2020), Van Tartwijk et al. (2020), and Imants et al. (2013)
Example (Van Dijk et al.): A university introduces a professional development program based on Van Dijk et al.’s framework. The program helps
faculty develop adaptive expertise through continuous reflective practice to improve their teaching methods and address diverse student needs.
Example (Van Tartwijk et al.): An educator in higher education participates in Van Tartwijk et al.’s professional development program, where they
work on reflective practice and adaptability, using feedback from colleagues and students to improve their teaching style.
Example (Imants et al.): In an elementary school, Imants et al.’s study is applied to assess how workplace conditions (e.g., autonomy and
collaboration) affect teachers' responses to a new curriculum reform. Teachers who feel empowered by their environment are more likely to
embrace reform, while those in unsupportive environments resist change.
Link: Van Dijk et al. and Van Tartwijk et al. focus on the development of teacher expertise through reflective practice and adaptive learning, while Imants et
al. extends this to show how the workplace environment influences teacher attitudes toward reform. All three recognize that teacher development is shaped
by both internal reflection and external support.
, 7. Public Value and Leadership
Moore (2012) and Yukl (2008)
Example (Moore): In a local government office, public officials apply Moore’s public value framework by aligning their budgeting decisions with the
needs of their community, aiming to create public value through services like affordable housing and public transportation.
Example (Yukl): A public-sector organization also benefits from Yukl’s leadership model, where the agency head focuses on clear communication,
aligning the team’s goals with organizational objectives, and managing change effectively to meet societal expectations.
Link: Moore focuses specifically on public-sector leadership, emphasizing the creation of public value, while Yukl’s leadership model can be applied across
both public and private sectors. Both stress that leadership must align organizational goals with external needs—whether societal (Moore) or organizational
effectiveness (Yukl).
Conclusion and Cross-Cutting Examples:
These articles interconnect on themes such as evaluation, leadership, learning transfer, and adaptive expertise. In each case, examples show how these
concepts play out in real-world settings:
1. Evaluations (Nielsen & Abildgaard, Visse) are enhanced by understanding both contextual factors and moral responsibilities.
2. Training transfer (Blume, Salas, Botke) depends on design, post-training interventions, and organizational support to translate learned skills to the
job.
3. Leadership (Yukl, Mahsud, Moore) is central in guiding organizations through change and driving either innovation or public value.
4. Learning processes (Georgiou, Handley, Sofo, Botke) benefit from reflection, situated learning, and adaptive expertise, reinforced by feedback and
coaching.
Each example grounds these theoretical concepts in practical application, illustrating how organizations, educators, and leaders can apply these insights for
real impact.
