Qualitative Study on the Promotion of Experiential Learning and Reflective Support Intended for Mid-level Employees by Managers Who Balance Organizational Performance with Employee Development

Abstract

This study aimed to explore the provision of experiential learning and reflective support to mid-level employees by conducting semi-structured interviews with managers who balance organizational performance and subordinate development. The purpose was to comprehend their approaches, and the data were analyzed using the Modified Grounded Theory Approach. The findings revealed that these managers executed business strategies following the Plan-Do-Check-Action cycle, based on a mid-term plan spanning approximately 2–3 years. This plan integrated their perspectives on both work and the development of their subordinates. Throughout the management process, mid-level employees were faced with a gap between the role expectations and initial plans of the organization and the actual actions and results. Furthermore, managers emphasized the significance of experiential learning, ensuring mid-level employees’ awareness peaked at crucial junctures. Additionally, it was found that this work was facilitated by managers themselves actively reflecting on themselves and deepening the meaning of improvement and development in their own management behavior. In conclusion, this study explored the ideal managerial practices necessary for effectively providing experiential learning and reflective support to mid-level employees.