Learning Theory In The Practice Of Management Development

The workplace is the ideal environment for tying together management theory and practice and yet, classes in many regular management development programs are conducted away from the work site, and class sizes are so large that individual instruction is difficult to achieve. In this book, the authors seek effective ways to merge theory with workplace practice, and advocate the modular preceptor method whereby participants work together in dyads and triads with a preceptor acting as advisor and instructor. Unlike traditional management development programs which do not usually lead to behavior changes, the modular preceptor model has behavior change as the basic aim. Participants can remain at work while experiencing individualized learning, developing problem solving skills, and acquiring new knowledge which can be immediately applied to work situations. Various ways of learning, such as passive (lecture, case study, discussion) and experiential (role playing, games, sensitivity training) are examined. No single mode of learning can be comprehensive and adequate for all situations. The authors contend, however, that experiential learning is most effective for increasing the will and competence to learn and for using what is learned to change manager behavior. The purpose of the modular preceptor approach is not to present answers to specific managerial or organizational problems, but to help the participant acquire new problem definition and problem solving skills, and the confidence to apply them on the job. This book also analyzes the contribution of the behavioral sciences to the philosophies and techniques behind management instruction, and examines the role of the university in management development and the future direction of MBA programs. For anyone concerned with meaningful and effective management development, this book is an invaluable resource.

The ability of a business to engage in real organizational learning and to do so faster and in a more sustainable way than its competitors is being increasingly seen as an essential component of success. In Making Sense of Organizational Learning, Cyril Kirwan examines the wide range of factors necessary to create and sustain organizational learning and knowledge at all levels. At the individual level, the generation of continuous learning opportunities and reflection on experiences are critically important. At the team level, it’s about encouraging collaboration, team learning and the sharing of knowledge. At the organizational level, the emphasis is on building systems to capture and share knowledge and providing strategic leadership for learning. The book shows you how you can best exploit the knowledge that already exists within your organization while at the same time develop the capability of the people that work there. It deals in turn with individual learning; learning with others; learning in organizations; and in particular the role of the HR function and of line managers. Each chapter provides theoretical background and real-world examples. Diagnostic questionnaires, checklists and other tools are also included. Making Sense of Organizational Learning provides an evidence-based argument for the adoption of effective organizational learning policies and practices, and offers a real opportunity to improve performance. Thinking practitioners working in and around learning and development or organization development will find it invaluable, as will those undertaking post-graduate study in HR and related disciplines.

This text describes, analyses and synthesises a wide range ofcontemporary issues from research and practice in the field ofindividual and collective workplace learning and development. Enables students and managers of learning and development(L&D) to understand the theory and practice of L&D inorganizations. Explores the concept of learning from a variety of perspectivesthrough the use of examples of research and practice from all overthe world. Takes a broad view of learning as encompassing both explicitand implicit and individual and collective learningprocesses. Argues that the practice of L&D should be based upon arigorous theoretical and empirical base. Each chapter uses synopses of research studies and case studiesfrom businesses to illustrate the most important theories, conceptsand models. Lists of key concepts, knowledge outcomes, ‘perspectivesfrom practice’, ‘perspectives from research’,discussion points (for individual or class use), and conceptchecklists to benefit both students and teachers. Is illustrated throughout with diagrams, tables and‘L&D facts and figures’.

In this unique work, Hoberman and Mailick analyze the effectiveness of different educational approaches in management development for the transfer of learning to the workplace, placing particular emphasis on the crucial importance of experiential education. In the course of the presentation, they introduce a number of new analytic and integrative concepts including life-bank, synthetic, and natural experiential education. They also provide examples from the literature and the work experience of the authors in teaching and management. Research relating to management development is among the topics discussed, which also include consideration of environmental influences and an analysis of the relevance of educational and use venues for the transfer of learning. Beginning with the concept of management development, the discussion articulates the role of the manager in management development, the application of learning theory to management development and then details the concept of experiential learning and the authors' LIFE (Learning Inducted From Experience) approach to learning. The authors conclude their study with a statement on the importance of experiential education to the practical development of management expertise. This work will be of interest to those practitioners and scholars involved in management training, human resource development, and management education.

David McGuire′s student-friendly introduction looks at Human Resource Development on an individual, organisational and societal level analysing how HRD can play a major role in organisational innovation, in developing communities and society and in operating on a cross-national and international basis. Key features: Links key training design and learning theories to broader economic and societal issues for a more holistic and in-depth understanding of the field. Seven brand new chapters ensure a good fit with HRD programmes at all levels and reflect the latest developments in the field, including career development, strategic HRD, knowledge management, the environment, ethics and CSR and the future of HRD. High profile case studies in each chapter bring the theory to life including Apple, Massive Open Online Courses, Barclays, Stephen Lawrence, Lloyds Pharmacy, Marriott Hotels, Netflix, Black and Decker, Google, Colgate-Palmolive, Marks and Spencer and Valve. Case vignettes throughout the chapters highlight HRD in action and provoke critical analysis and discussion, including How a Beer Can Aided the Design of Canon’s Revolutionary Mini-Copier and The Alaskan Village Set to Disappear Under Water in a Decade. An Appendix contains advice on preparing for an HRD examination as well as example exam questions and sample answers, to ensure examination success. Chapters map to the CIPD’s requirements at levels 5 and 7 making it an ideal core text for accredited and non-accredited programmes alike.

`This is the first really thought-provoking book that I have read on management development. It is a book primarily addressed to students, but in this field, we are all students. It merits a wide readership both among practising managers as well as among those responsible for developing them′ - Max Boisot, ESADE `Mabey and Finch-Lees inject a breath of fresh air into the management development field by expanding upon its heretofore functionalist base. They offer an informative critique of mainstream views, featuring alternative discourses to examine such hard questions as why management development hasn′t quite delivered on management′s considerable investment in it. As a veritable tour de force in its absorbing integration and review of a large tract of literature, the book informs both management scholars and practitioners what might be expected from management development′s intended but also unanticipated outcomes′ - Joe Raelin, Northeastern University `In a well-written, accessible and yet sophisticated text, Mabey and Finch-Lees show themselves to be as familiar with the latest in management development practice as they are with the sometimes arcane theoretical literature that surrounds it. Its great strength is to recognize the plurality of discourses - some overlapping and complementary, others distinct and oppositional - about the subject. This book can be recommended as a unique resource for students and scholars of management development′ - Chris Grey, University of Warwick This book represents a significant step forward in the theory of management and leadership development. It offers an international perspective in this era of globalisation and a new and questioning perspective on the common belief that leadership is something completely different to, and more important than, management. This book will be of great help to the serous theorist and researcher of management and leadership development. It is an invaluable point of reference for a broad range of theory and research in this area, which it summarises with admirable brevity and clarity′ - John G Burgoyne, Lancaster University Management School and Henley Management College Management development is a potent and high-profile human resource activity, involving some of the organizations′ key players and attracting huge hopes and investments from governments, organizations and individuals alike. Yet at several levels, the high expectations often remain unfulfilled. So why is this a subject and activity that continues to command such intense interest from scholars and practitioners alike? Chris Mabey and Tim Finch-Lees provide a fresh analysis of the concept and practice of management and leadership development (MLD). Grounded in research, the authors set out the current state of management and leadership development practices, before introducing readers to competing theories of MLD and offering them a more critical perspective. Throughout the book, ideas are illustrated by international case studies and vignettes that evoke the perceptions and interests of the whole range of stakeholders in the management development process. Management Development has been written for upper level undergraduate and masters level students pursuing courses in HRM, HRD, Leadership Development, Organizational Behaviour, Management, Organization Change, Personnel Management, and training and development modules.

This book addresses a crucial issue for all involved in education and training: the transfer of learning to new and different contexts. Educators, employers and learners face the problem of ensuring that what is learnt in the classroom is able to be adapted and used in the workplace. The authors provide an accessible book on the transfer of learning which draws on multi-disciplinary perspectives from education, psychology and management. It combines theory and practice from international research and the authors' own case studies of transfer involving learners engaged in professional development and study towards qualifications. The book is unique in that it adopts a phenomenological perspective and underscores the significance of the participants' voices in understanding issues.

This text describes, analyses and synthesises a wide range of contemporary issues from research and practice in the field of individual and collective workplace learning and development. Enables students and managers of learning and development (L & D) to understand the theory and practice of L & D in organizations. Explores the concept of learning from a variety of perspectives through the use of examples of research and practice from all over the world. Takes a broad view of learning as encompassing both explicit and implicit and individual and collective learning processes. Argues that the pract.