The Wisdom of Strategic Learning by Ian Cunningham

Author:Ian Cunningham
Language: eng
Format: epub
Publisher: Taylor & Francis (CAM)

The issues that Jim Chitty raises here will be covered more fully in later chapters. My objective in reproducing Jim's piece here was to show how one manager had made a link from one experience he valued, in action learning, to the practice of self managed learning.

Summary

Before moving on to Chapter 7 to give an overview of the total architecture of SML, I shall summarize the main aspects of what SML draws from the approaches discussed in this chapter.

There is no need for a predefined syllabus to a learning programme; indeed, it is constraining and unhelpful.

Learning should start from the needs of the learner and the organization–individual differences need to be recognized.

Personal autonomy is a means and an end of good learning. Means and ends need integrating.

Holistic ways of working are also means and ends–learners engage head, heart, guts and more in the process of good learning and the outcome is a more integrated person.

Learners need to play an active role in learning; passive reception of knowledge encourages passivity in management (an undesirable outcome).

Learning needs structuring and supporting; it does not just happen. Liberating people from the constraints of traditionally taught courses does not necessarily produce good learning.

Learning in collaboration with others is crucial–again means and ends must mesh. If we want collaboration and mutual support in the organization, the learning process must mirror this.

Resources need to be provided to support learning–but these may not be of the traditional kind.

Leadership is important: organizational leaders need to model good learning, and leaders of organized learning programmes need to accept their responsibilities to learners (while learners retain responsibility for their own learning).

All learners are able to draw up statements of their learning needs and negotiate these with their organizations (as 'learning contracts'). This negotiation, if done well, can ensure integration of personal learning within the wider organization.

Learning by individuals and within organizations needs to connect to wider issues outside the organization. A developed sense of ecology demands that we feel part of the planet and become involved in what is going on in the wider world around us.

The results of learning need to be assessed and evaluated, but such assessments must be initiated by learners and not imposed. However, self assessment needs checking with others–again to encourage collaboration and sharing in the organization.

Managing and learning must be integrated; processes of learning must match processes of managing.

The roles of those assisting other people's learning are crucial. Helping someone to learn is not easy, and this process also needs to be learned.

Download

Copyright Disclaimer:
This site does not store any files on its server. We only index and link to content provided by other sites. Please contact the content providers to delete copyright contents if any and email us, we'll remove relevant links or contents immediately.