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Article
Publication date: 1 March 2002

Roger Ottewill

One of the defining characteristics of higher education is the expectation that undergraduates will exercise some responsibility for the management of their learning. In…

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Abstract

One of the defining characteristics of higher education is the expectation that undergraduates will exercise some responsibility for the management of their learning. In the UK and elsewhere student self‐managed learning has become more salient due to resource constraints and the increasing emphasis on equipping students with what they need to become lifelong learners. At the same time, as a result of widening access policies, developments in compulsory education systems and changing lifestyles, undergraduates appear less well prepared to cope with the demands of self‐managed learning than might have been the case in the past. The problem is further compounded by the diversity of view amongst academic staff concerning the extent and nature of the support, which they should provide in this respect. Although the need for support will vary between institutions, all are faced, to a greater or lesser extent, with the challenge of ensuring that their learning and teaching strategies take account of the contingencies of self‐managed learning

Details

On the Horizon, vol. 10 no. 1
Type: Research Article
ISSN: 1074-8121

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Article
Publication date: 1 January 1992

Jarold Abbott and Sue Dahmus

Examines the use of Guglielmino′s Self‐directed Learning ReadinessScale (SDLRS) by two major corporations to assess the appropriateness ofself‐managed learning systems for…

Abstract

Examines the use of Guglielmino′s Self‐directed Learning Readiness Scale (SDLRS) by two major corporations to assess the appropriateness of self‐managed learning systems for a given population of employees. Provides a recommendation for an improved methodology for companies which are considering self‐managed learning systems.

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Journal of Management Development, vol. 11 no. 1
Type: Research Article
ISSN: 0262-1711

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Article
Publication date: 1 May 1994

Roy Guy, Fiona Holden and Phil Dickinson

Three consultants in ICL′s corporate HRD unit speak from theirexperience of self‐managed learning. They ask “Can self‐developmentprovide people with sufficient confidence…

28281

Abstract

Three consultants in ICL′s corporate HRD unit speak from their experience of self‐managed learning. They ask “Can self‐development provide people with sufficient confidence in their own future to engender a positive attitude to corporate change?” Three key points are illustrated with examples taken from their own experience in ICL: develop yourself to develop others; help others learn the values of self‐managed learning – don′t tell them; be flexible at all times, including the design of solutions. Concludes that self development has a lot to offer – real, relevant, individual development dovetailed into the business needs of the developing organization. There is still much to learn, but their experience in ICL is positive and encouraging. They believe it is right for these “empowering” times, and can indeed help people develop sufficient confidence in their own future to engender a positive attitude towards the inevitable and essential corporate change.

Details

Industrial and Commercial Training, vol. 26 no. 4
Type: Research Article
ISSN: 0019-7858

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Open Access
Article
Publication date: 9 March 2022

Cheryl Brook and Christine Abbott

This study aims to explore a self-managed action learning (SMAL) initiative undertaken by social work assessors in England, which led to insights into the practice of SMAL.

Abstract

Purpose

This study aims to explore a self-managed action learning (SMAL) initiative undertaken by social work assessors in England, which led to insights into the practice of SMAL.

Design/methodology/approach

The paper draws upon the experience of the authors in relation to an actual SMAL intervention in a social care context in England.

Findings

The paper suggests that, in contrast to extant literature, it is not the absence of an “expert” facilitator, which has proved to be most challenging but rather dealing with the practicalities of managing inter-organisational sets online. Specific individual and inter-organisational learning came about as a result of the SMAL initiative, including the implementation of inter-organisational networking to support isolated assessors.

Research limitations/implications

The ideas and perspectives discussed in this paper will be explored through further empirical research.

Practical implications

The paper illustrates how SMAL can be implemented and suggests how it can facilitate organisational and individual learning.

Social implications

The paper discusses an initiative with the aim of better supporting assessors of newly qualified social workers; a task of enormous importance to the future of social work practice in England.

Originality/value

The paper contributes to a limited literature on the practice of SMAL. The uniqueness comes from both the multi-organisational aspect of the programme, that it is self-managed and delivered virtually.

Details

Journal of Work-Applied Management, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2205-2062

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Book part
Publication date: 13 May 2022

Ian Cunningham

This chapter explores the nature of learning required for effective leaders. The case is made that learning is not all one process and the difference between Learning 1…

Abstract

This chapter explores the nature of learning required for effective leaders. The case is made that learning is not all one process and the difference between Learning 1 and Learning 2, as proposed by Bateson, is favoured as a model. Put simply learning, for instance, lots of facts (Learning 1) does not necessarily help the leader become more courageous, more self-confidant and more driven by deep values and beliefs. A case study of a Self Managed Learning programme for school heads is used to show the importance of Learning 2 and a way to focus development at this level. There is also a case study of a company that was seen as the best in its field folding due to the emphasis on Learning 1 (particularly technical skill) and lack of attention to Learning 2 qualities.

Details

Developing Leaders for Real: Proven Approaches That Deliver Impact
Type: Book
ISBN: 978-1-80071-365-9

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Article
Publication date: 1 December 1994

J. Herman Gilligan

This is the first in a series of three articles which evaluate the useof self‐managed learning (SML) in management development processes inhealth care settings. This first…

13371

Abstract

This is the first in a series of three articles which evaluate the use of self‐managed learning (SML) in management development processes in health care settings. This first article, being more general, outlines SML′s philosophical origins, strategic design, and current practice. SML represents a strategic approach to individual and organizational learning, which offers a new synthesis of previous ideas and approaches. Its proven benefits relate to the way in which the process of learning is designed to mirror the process of managing. The second article focuses specifically on a regional NHS case study of the application of SML, while the third provides a complementary US case study in a health care provider organization, where SML has been adopted for a leadership development programme.

Book part
Publication date: 13 May 2022

Anne Gimson

The challenges we face in our organisations and our societies cannot be effectively addressed without wise, hearted, courageous leadership; leadership that is not focussed…

Abstract

The challenges we face in our organisations and our societies cannot be effectively addressed without wise, hearted, courageous leadership; leadership that is not focussed on a thirst for your own power, control and success. Leadership that is instead dispersed, moving to the person or persons best able to assist others in taking appropriate decisions and action.

As a practical example of how to nurture these forms of leadership, this chapter outlines the Self Managed Learning (SML) framework and describes how programmes might typically run. It explains the process by which leaders truly take responsibility for their own learning and commit to others to support them in theirs, developing both the leadership capability and social capital of the organisation(s) involved.

This chapter also illustrates how SML enables leaders to support and challenge one another to deal more effectively with the complex, fast-moving maelstrom of real opportunities and challenges of they and their teams face. It highlights how the creation of psychological safety allows leaders to develop the personal courage to be open and, therefore, vulnerable to explore their assumptions and to accept others as they are.

Throughout this chapter the impact of SML, often transformational, is evidenced through the testimony of those who have experienced it.

Details

Developing Leaders for Real: Proven Approaches That Deliver Impact
Type: Book
ISBN: 978-1-80071-365-9

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Article
Publication date: 1 January 2006

Ian Cunningham

The purpose of this viewpoint is to argue a case for self‐managed learning in organizations.

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Abstract

Purpose

The purpose of this viewpoint is to argue a case for self‐managed learning in organizations.

Design/methodology/approach

The piece is based on research carried out by Strategic Developments International on organizational learning.

Findings

The paper discovers standard assumptions by many trainers about what they need to do are shown to be faulty.

Practical implications

Organizations can look at their own practice and assess if they are responding to knowledge about learning.Originality/valueThe use of Quantum Theory as an exemplar of a paradigm shift is unique in the context of articles on organizational learning. The value of the paper is also apparent in its challenge to misguided organizational practices.

Details

Development and Learning in Organizations: An International Journal, vol. 20 no. 1
Type: Research Article
ISSN: 1477-7282

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Article
Publication date: 1 October 1994

Ian Cunningham

Discusses critically some of the misconceptions of self‐managed learningenshrined in arguments propounded by traditionalist management educatorsunsympathetic to current…

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Abstract

Discusses critically some of the misconceptions of self‐managed learning enshrined in arguments propounded by traditionalist management educators unsympathetic to current trends in strategic learning. Offers a rationale for extending strategic approaches to learning in terms of “pragmatic maturity” in response to an increasingly complex world.

Details

Management Development Review, vol. 7 no. 5
Type: Research Article
ISSN: 0962-2519

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Article
Publication date: 1 February 1995

J. Herman Gilligan and Ros Boddington

Evaluates the use of self‐managed learning (SML) in managementdevelopment processes in health‐care settings. Focuses on theapplication of SML to region‐wide management…

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Abstract

Evaluates the use of self‐managed learning (SML) in management development processes in health‐care settings. Focuses on the application of SML to region‐wide management development initiatives in the South West Thames Region of the UK National Health Service (NHS) from the late 1980s onwards.

Details

Health Manpower Management, vol. 21 no. 1
Type: Research Article
ISSN: 0955-2065

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