Abstract
This opinion article examines how managers can integrate AI, coaching, and the Four Functions of Management—Planning, Organizing, Leading, and Controlling—to build a learning organization and prepare their workforce for rapid change, drawing on positive psychology, strengths-based development, and reflective practices to offer a practical, evidence-informed framework for cultivating adaptability, engagement, and resilience.
Introduction
Organizations across industries are undergoing profound transformations driven by artificial intelligence (AI), automation, and digital technologies, reshaping the nature of work. While AI offers opportunities for efficiency, innovation, and strategic advantage, it also introduces uncertainty for employees who may fear obsolescence, skill mismatch, or loss of identity in the workplace. “In a world of artificial intelligence, how can we enable our students and employees to become more creative and innovative, and become lifelong learners?” This question applies equally—if not more urgently—to managers responsible for guiding employees through rapid technological change.
The managerial challenge is no longer simply to implement new technologies but to cultivate a workforce capable of adapting to them. Employees must develop self-awareness, confidence, and a sense of purpose as they navigate shifting roles and expectations. Managers must therefore integrate technological tools with human-centered developmental practices that support learning, resilience, and engagement. We argue that the Four Functions of Management—Planning, Organizing, Leading, and Controlling—provide a powerful framework for achieving this integration when combined with coaching, positive psychology, and strengths-based development.
We provide rich examples of how the Four Functions of Management can be used to develop students’ strengths, self-awareness, and leadership capacity. These practices—such as reflective best self exercises, strategic questioning, positive reinforcement, and the use of films to stimulate insight—can be adapted for managerial use in organizational settings. When reframed for managers, these practices offer a practical approach to helping employees navigate technological disruption with confidence and purpose. This article builds on these insights to propose a strengths-based, coaching-centered framework for applying the Four Functions of Management in the age of AI. The framework emphasizes the integration of AI-enabled planning tools, strengths-based role design, coaching-centered leadership, and developmental performance control. It argues that managers who adopt this approach can create a workforce that is not only technologically competent but also psychologically resilient, engaged, and aligned with organizational goals. We proceed by framing the managerial problem of preparing employees for rapid technological change, reviewing relevant conceptual foundations, and presenting an integrated framework for applying the Four Functions of Management in an AI-enabled environment.
An integrated framework: The functions of management in an AI-enabled workplace
The Four Functions of Management—planning, organizing, leading, and controlling—provide a timeless structure for managerial action, yet their application must evolve to meet the demands of an AI-enabled workplace. The rapid pace of technological change requires managers to reinterpret these functions not as static administrative categories but as dynamic developmental tools that help employees navigate uncertainty, build capability, and align their strengths with emerging organizational needs. We demonstrate how these functions can support student development; the first part extends those insights to managerial practice by integrating AI and the four management functions.
Planning in the age of AI: Building clarity, confidence, and direction
The four functions of management are with us everywhere we go, and sometimes we have to dig down deeper into our subconscious mind to discover them. In an AI-enabled workplace, planning must incorporate both technological insights and human development. AI tools can support planning by analyzing trends, identifying skill gaps, and forecasting future workforce needs. For example, AI-driven analytics can help managers understand which roles are most likely to be automated, which skills are becoming more valuable, and which employees may need targeted development.
However, planning is not solely a technical exercise. We highlight the importance of personal reflection, SWOT analysis, and goal setting in helping individuals understand their strengths and aspirations. These practices can be adapted for organizational use. Managers can guide employees through personal SWOT analyses that consider internal strengths and weaknesses alongside external opportunities and threats such as AI adoption, economic shifts, and industry trends. Students plan with a thorough analysis of where they are in the program and what they need to focus on now. Employees can engage in similar reflection to identify how their strengths align with organizational strategy and how they can prepare for future roles.
Planning also involves helping employees develop a sense of purpose. We reference the Harvard Business Review article “Use Strategic Thinking to Create the Life You Want,” which encourages individuals to clarify what matters most. Managers can use similar strategic thinking exercises to help employees articulate their career aspirations, understand how AI may shape their future, and identify meaningful development goals. When employees have a clear sense of direction, they are more likely to embrace change and engage in continuous learning.
Organizing for strengths and adaptability: Designing roles for human and AI collaboration
Organizing involves structuring resources, tasks, and workflows to achieve organizational goals. In the AI era, organizing must account for the evolving relationship between human and machine capabilities. Organizing requires understanding the steps needed to accomplish tasks, evaluating alternative approaches, and adapting structures as conditions change. Managers can apply these principles by redesigning roles to integrate AI tools while preserving opportunities for employees to use their strengths.
Strengths-based organizing begins with identifying the unique human capabilities that employees bring to their roles. Strengths such as storytelling, empathy, creativity, and problem-solving can be matched to daily tasks to enhance performance and engagement. Managers can conduct strengths assessments, use reflective best-self exercises, or facilitate team discussions to identify these capabilities. Once strengths are identified, managers can redesign workflows to ensure that employees spend more time on tasks that leverage their strengths and less time on routine tasks that can be automated.
Organizing also involves creating structures that support collaboration and learning. Cross-functional teams can expose employees to new technologies, diverse perspectives, and innovative practices. We highlight the value of incorporating cross-functional thinking to enhance organizational culture. Managers can create project teams that bring together employees with complementary strengths and encourage them to experiment with AI tools. This approach not only enhances performance but also builds adaptability and resilience.
Finally, organizing requires clear communication and coordination. AI tools can support this function by providing real-time updates, tracking progress, and facilitating information sharing. However, managers must ensure that technology enhances rather than replaces human connection. Regular check-ins, team meetings, and collaborative planning sessions remain essential for maintaining alignment and fostering a sense of community.
Leading through coaching, emotional intelligence, and positive psychology
Leadership is perhaps the most critical function in an AI-enabled workplace. The quality of the relationship between the professor and students is an important factor in fostering a sense of community. Similarly, the relationship between managers and employees shapes engagement, motivation, and willingness to embrace change. Leading in the AI era requires a coaching mindset, emotional intelligence, and a commitment to positive psychology.
Coaching involves helping employees clarify goals, overcome obstacles, and develop new capabilities. Managers can use coaching to explore how employees feel about AI, what strengths they want to develop, and what support they need to succeed. Individuals often become stuck because they are asking the wrong questions, and that leaders can unlock creativity by helping people reframe their challenges. Managers can use strategic questioning to help employees explore possibilities, challenge assumptions, and identify new opportunities for growth.
Emotional intelligence is also essential for leading through change. Employees may experience anxiety, uncertainty, or resistance as AI reshapes their roles. Managers must be able to recognize these emotions, respond with empathy, and create a psychologically safe environment where employees feel comfortable expressing concerns. Films such as Milton’s Secret illustrate the importance of emotional regulation and mentorship. Managers can draw on similar principles by modeling calmness, offering reassurance, and helping employees develop coping strategies.
Positive psychology provides additional tools for leadership. Practices such as gratitude, recognition, and strengths-based feedback can enhance motivation and well-being. Students are placed in a setting where they feel at their best, in a positive climate grounded in hope, inspiration, passion, creativity, encouragement, and compassion. Managers can create similar environments by celebrating successes, acknowledging effort, and fostering a culture of appreciation.
Controlling for development: Using AI and feedback to support continuous learning
Controlling involves monitoring progress, providing feedback, and ensuring alignment between goals and outcomes. In the AI era, controlling must shift from a compliance-oriented function to a developmental one. AI tools can support control by providing real-time performance data, identifying skill gaps, and offering personalized learning recommendations. For example, AI-driven dashboards can track employee progress on training modules, highlight areas for improvement, and suggest targeted resources.
However, control must remain human-centered. Controlling involves assessing progress, sharing information, and taking corrective action in a supportive manner. Managers must use data not to punish or micromanage but to guide development and reinforce strengths. Developmental feedback should be timely, specific, and focused on growth. Managers can use AI insights as a starting point for coaching conversations, helping employees reflect on their progress and identify next steps.
Controlling also involves anticipating challenges and taking proactive action. AI tools can help managers identify early signs of burnout, disengagement, or skill mismatch. However, managers must interpret these signals with empathy and context. For example, if an AI system flags an employee as at risk of disengagement, the manager should explore underlying causes through conversation rather than relying solely on data. This approach ensures that controlling supports well-being and development rather than creating fear or mistrust.
In conclusion
The integration of AI and the four functions of management offers a powerful framework for building a learning organization and preparing employees to thrive in an AI-enabled workplace. Managers who adopt this approach can support emotional well-being and foster a culture of continuous learning. These qualities are essential for building a resilient workforce capable of navigating the rapid technological change of AI and contributing to organizational success.
Footnotes
Funding
The author received no financial support for the research, authorship, and/or publication of this article.
Declaration of conflicting interests
The author declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.