Beryl Badger

Managerial Behavior, Entrepreneurial Style, and Small Firm Performance

Considerable effort has been devoted to identifying the general characteristics of entrepreneur; however, much of this has been conducted from a trait–based rather than from a behavioral perspective. In this study of small firms in the United Kingdom, we explored the relationships among managerial behaviors (based upon a competence model), entrepreneurial style (based on Covin and Slevins theory), and firm type (in terms of sales growth performance). Principal components analysis of a management competence inventory identified six broad categories of managerial behavior. Regressing a measure of entrepreneurial style on these six behaviors suggested that managing culture and managing vision are related to an entrepreneurial style, while managing performance is related to a nonentrepreneurial style. Entrepreneurial style—but not managerial behavior—was associated positively with the probability that a firm would be a high–growth type. The results are discussed from the perspective of a model of small firm management that posits separate entrepreneurial, nonentrepreneurial, and generic management behaviors derived from a global competence space.

Cognitive style, learning and innovation

Cognitive style is widely recognized as an important determinant of individual behaviour. “This paper considers its rehance to organizational learning and the innovation process. The central argument is that cognitive style is fundamental determinant of individual and organizational behaviour which manifests itself in individual workplace actions and in organizational systems, processes and routines. “The paper presents a number of propositions which raise some implicationsfor research into cognitive styles and its impact upon innovation and organizational learning. It is argued that in order to optimize individual performance: (a) a number of human resource interventions are required which facilitate a versatility of style at both the individual and the organizational levels; (6) managers and human resource practitioners have a crucial role to play and that a precondition for action is an understanding of the basis of style and its practical implications.

Organizational Learning: An Empirical Assessment of Process in Small U.K. Manufacturing Firms

Organizational learning is increasingly being mentioned in the literature as a mechanism for assisting small firm survival. There exists, however, limited empirical evidence to validate the benefits claimed for the concept. A survey of small U.K. manufacturing firms was undertaken to ascertain whether entrepreneurial firms use higher‐order (or double‐loop) learning. Additional research aims included assessing whether organizational learning confers information management advantages and contributes to the upgrading of managerial competencies. The results suggest entrepreneurial firms do utilize higher‐order learning and are able to manage information more effectively than non‐entrepreneurial firms. Some evidence was found to support the view that higher‐order learning influences certain managerial competencies. The implications of these findings are discussed and proposals presented on the needs for further research

Organisational learning style, competencies and learning systems in small, UK manufacturing firms

Organisational learning is increasingly being mentioned in the literature as a mechanism for assisting the market performance of small firms. There exists, however, limited empirical evidence on either the benefits conferred by organisational learning and the learning systems utilised to manage the process. A survey of small UK manufacturing firms was undertaken to acquire data on whether a relationship exists between learning style and the competencies exhibited by organisations. The survey also sought to determine the nature of learning systems used by small manufacturing firms. The results suggest that as firms move from a lower‐level to a higher‐level learning style, this is accompanied by competence enhancement that can contribute to improving organisational capability. It also appears that a higher‐level learning style is accompanied by the adoption of a more formalised learning system inside the organisation. The implications of these findings are discussed and proposals presented on the needs for further research.

Organisational learning: research issues and application in SME sector firms

Over the last two decades the UK Government has massively expanded support for SME sector firms. Two important elements of this expansion have been the funding of intervention by commercial consultants and the provision of training schemes covering start‐ups, owner‐manager development and employee skills acquisition. Argues that a fresh approach is required which ensures embedding of the concept that firms should be more self‐responsible and continually strive to find ways of enhancing their performance. This view then permits one to posit the idea that the introduction of organisational learning into the SME sector is a highly attractive proposition. However, the majority of espoused theory is based on application of the concept in large firms moreover, there is very limited empirical research that supports the fundamental assumption that organisational learning contributes towards enhancing performance. Research to determine whether identifiable relationships exist between the performance of the firm, the learning mode of the organisation and organisational competence does not provide clear statistically significant relationships and further work is clearly needed. A grounded theory approach was adopted for developing an organisational learning programme for small firms. Preliminary results indicate the approach offers significant advantages over the classic, external intervention driven support models currently in common use among TECs and business links.

Collaborative practices in unscheduled emergency care: role and impact of the emergency care practitioner—quantitative findings

Objective: To identify collaborative instances and hindrances and to produce a model of collaborative practice. Methods: A 12 month (2005–6) mixed methods clinical case study in a large UK ambulance trust. Collaboration was measured through direct observational ratings of communication skills, teamwork and leadership with 24 multiprofessional emergency care practitioners (ECPs); interviews with 45 ECPs and stakeholders; and an audit of 611 patients. Results: Quantitative observational ratings indicated that the higher the leadership rating the greater the communication ability (p⩽0.001) and teamwork (p⩽0.001), and the higher grade ECPs were rated more highly on their leadership performance. From the patient audit, influences and outputs of collaborative practice are revealed: mean time on scene was 47 mins; 62% were not conveyed; 38% were referred, mainly to accident and emergency; ECPs claimed to make the referral decision in 87% of cases with a successful referral in 96% of cases; and in 66% of cases ECPs claimed that their intervention prevented an acute trust admission. The qualitative interview findings, final collaborative model and recommendations are reported in another paper. Conclusions: The collaborative performance of ECPs varies, but the ECPs’ role does appear to have an impact on collaborative practices and patient care. Final recommendations are reported with the qualitative results elsewhere.

Small firm organisational learning: comparing the perceptions of need and style among UK support service advisors and small firm managers

It is increasingly the case that within the academic literature, firms seeking to survive in rapidly changing and/or highly competitive markets are being advised to consider adopting an organisational learning philosophy as a strategy through which to develop new approaches to delivering greater customer value. This view is apparently shared by the UK Government, which has incorporated the concept of Lifelong Learning into its small firms support policy. This is despite the fact that to date in the academic literature, there is only limited anecdotal evidence of the positive contribution that organisational learning can make to enhancing the performance of firms. Surveys of small firm advisors and small manufacturing firms were undertaken. These surveys revealed significant differences of opinion between advisors and owner/managers over the need to utilise organisational learning to upgrade management practices. This survey also revealed that small firm advisors perceive most of their client firms as exhibiting a lower‐order learning style. The implications of these findings are discussed. A pilot scheme to embed a learning philosophy into SME sector is described and proposals presented on the needs for further research.

Organizational Learning Style and Competences: A Comparative Investigation of Relationship and Transactionally Orientated Small UK Manufacturing Firms

In the literature, relationship orientated firms are being advised to exploit organizational learning as a route through which to acquire the knowledge required to survive in rapidly changing and/or highly competitive markets. There is, however, only limited anecdotal evidence of the positive contribution that organizational learning can make to enhancing the performance of firms. To acquire additional empirical data, a survey of learning style and perception of competences relative to competitors in small manufacturing firms was undertaken. Results concerning organizational learning style appear to indicate the firms who exhibit a relationship marketing style tend to adopt a double‐loop (or table8.TIFigher order) learning style; whereas transactionally orientated firms appear to be single‐loop learners. When compared with transactional firms, relationship orientated respondents also reported higher competences for some areas of marketing, HRM and information management practices. This conclusion was further validated through telephone interviews. The implications of these findings are discussed and proposals presented on the need for further research.

Collaborative practices in unscheduled emergency care: role and impact of the emergency care practitioner—qualitative and summative findings

Objective: To identify collaborative instances and hindrances and to produce a model of collaborative practice. Methods: A 12-month (2005–2006) mixed methods clinical case study was carried out in a large UK ambulance trust. Collaboration was measured through direct observational ratings of communication skills, teamwork and leadership with 24 multi-professional emergency care practitioners (ECPs), interviews with 45 ECPs and stakeholders, and an audit of 611 patients Results: Using a generic qualitative approach, observational records and interviews showed that ECPs’ numerous links with other professions were influenced by three major themes as follows. (i) The ECP role: for example, “restricted transport codes” of communication, focus on reducing admissions, frustrations about patient tasking and conflicting views about leadership and team work. (ii) Education and training: drivers for multi-professional clinically focussed graduate level education, requirements for skill development in minor injury units (MIUs) and general practice, and the need for clinical supervision/mentorship. (iii) Cultural perspectives: a “crew room” blue collar view of inter-professional working versus emerging professional white collar views, power and communication conflicts, and a lack of understanding of the ECPs’ role. The quantitative findings are reported elsewhere. Conclusions: The final model of collaborative practice suggests that ECPs are having an impact on patient care, but that improvements can be made. We recommend the appointment of ECP clinical leads, degree level clinically focussed multi-professional education, communication skills training, clinical supervision and multi-professional ECP appointments.

Using collaborative learning to develop small firms

It is often suggested that learning is one of the keys to sustained competitive advantage. However, resource constraints within smaller firms may mean that they sometimes fail to maximize the potential of learning. This article describes the development of a collaborative model of small firm learning and its implementation in a number of organizations in the south west of the UK. The stake-holders in the model were client firms, learning advisors, and a university business school. The model took as its starting point a diagnosis of learning needs at the individual and organizational levels. The subsequent Learning Programme varied enormously between participating firms (reflective of their differing needs) and included activities which were firm-specific alongside a number of generic interventions at the organizational level intended to develop team learning and experimentation.Theprincipalaim of theprogrammewas to address amanageable number of high-priority learning issues. As well as describing the models developmentand implementation,the paper reports the results of a qualitative evaluation and concludes by suggesting some theoretical elaborations to models of workplace learning.