<p>Recently, during in-house human resource development, a company expects mid-level employees to expand on experiential learning through reflection. This study assesses the current state of mid-level employee reflection. We conducted semi-structured interviews targeting mid-level employees, who have improved in business performance but are not learning sufficiently from their experience, and performed an analysis based on the modified grounded theory approach (M-GTA). We found that mid-level employees requiring reflective support have a process of (1) reflecting on the problem-resolution process at work and (2) taking a multifaceted approach to examining their inner characteristics based on feedback from others. By examining internal characteristics, it could be difficult to solve a problem when employees have conflicting personal beliefs and views on work and ideal self-images. Specifically, the fact that behavior does not change due to conflict indicates the possibility that it could be the reason learning from experience is viewed as insufficient by others, including bosses. The study describes the necessity of reflective support from bosses or colleagues to encourage mid-level employees to take the initiative on personal behavioral change.</p><p></p>

<p>In this study, semi-structured interviews were conducted with mid-level employees who require reflective support to find out the experiences that formed their work values and beliefs. The interviews were analyzed using the Trajectory Equifinality Approach (TEA). Results showed that through the experiences of "confronting the challenges arising from work," "assuming new positions through transfers or reassignment," and "having to deal with unexpected complications despite being entrusted with a high-responsibility job that must be completed alone," the employees struggled with conflicts between the expectations and demands of superiors, colleagues, and clients and an organizational environment that concentrates on work achievement. The employees deepened their understanding of how they engaged with their work, not only through their experiences of success but also through those of failure. Through these, the employees became conscious of their work values and beliefs. Such work values and beliefs included not only "role norms as a functioning member of society," "performing work autonomously," and "contributing to others," all of which had been advocated as appropriate work values and beliefs held by business people, but also "enhancing both personal and work life." Finally, we examined the effects that reflective support provided by superiors had in establishing mid-level employees' work values and beliefs, as well as supporting their growth toward becoming experts.</p>

<p>Recently, during in-house human resource development, a company expects mid-level employees to expand experiential learning through reflection. The present study aims to assess the current state of mid-level employees' reflection. We conducted semi-structured interviews targeting mid-level employees who improve business performance but are not considered to be learning sufficiently from their experiences, and performed an analysis based on the modified grounded theory approach (M-GTA). We found that, mid-level employees requiring reflective support have a process of (1) reflecting on the problem-resolution process at work, and (2) taking a multifaceted approach to examining their inner characteristics based on feedback from others. Through the process of examining internal characteristics, it could be difficult to solve a problem when employees have conflicting personal beliefs and views on work and personal ideal self-images. Specifically, the fact that behavior does not change as a result of conflict indicates the possibility that it could be the reason that learning from experience is viewed as insufficient from the viewpoint of others, including bosses. In the discussion, the authors describe the necessity of reflective support from bosses or work colleagues to facilitate mid-level employees' taking the initiative on personal behavioral change.</p><p></p>