Managerial learning from on-the-job experiences: an integrative framework to guide future research

Both scholars and practitioners increasingly attest to the importance of developmental on-the-job (OTJ) experiences as the primary source of managerial learning. However, there is no single theory of managerial OTJ learning; several elements are missing in the conceptualization of the developmental OTJ experience construct, no comprehensive nomological network of the construct has been developed so far, and the underlying mechanisms explaining the relationship with relevant learning outcomes have not been examined in depth. In response to these shortcomings, current paper proposes an integrative framework of managerial learning from developmental OTJ experiences. First, we suggest developing a better understanding of the developmental OTJ experience construct by considering it from a scope beyond the managers’ job assignments, by also including more quantitative measures of OTJ experience and by looking further than the current job. Next, the central variable of interest is linked to individual and situational variables that influence directly the extent to which managers are confronted with developmental OTJ experiences as well as involve conditions that enhance or inhibit managerial learning (i.e. moderating mechanisms). Finally, our model emphasizes the importance to take into account relevant mediating mechanisms in order to fully understand the impact of OTJ experiences on managerial learning. Building on our model, we conclude with a discussion of promising avenues for future research.