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Self Managed Learning:

Development for the 21st Century

Report prepared by Valerie Garrow July 1998

Contents
Page 2 2 7

The Literature Review


Self Managed Learning Defined SML in the Organisation

Survey Results
Individuals who choose SML Organisational Support Facets of Learning Relationships within the Organisation Resources used for SML Individual Benefits Individual Difficulties Organisational Benefits

10
10 10 10 13 13 13 14 15 17 18

Conclusion References Appendix 1 Appendix 2 The Survey Benefits to the Individual Difficulties Experienced Benefits to the Organisation

19 25 28 30

Appendix 3

SELF MANAGED LEARNING:


Development for the 21st Century
Research Report for Roffey Park Management Institute
Valerie Garrow I have a sense that this is only the beginning of a much larger journey
(Current Roffey Park MSc participant)

Self Managed Learning (SML) is a learning approach that mirrors the management process. It has been widely used at Roffey Park in qualification programmes, incompany programmes and open programmes and reflects Roffey Parks holistic approach to learning.
There is much anecdotal evidence to suggest that SML is particularly effective in equipping managers with the skills required to work in an environment of change and ambiguity. This research project by means of a survey, has tried to find more substantial evidence and examples of positive benefits or difficulties, that individuals have identified following an SML programme. The survey was designed following a literature review and focus group which were carried out to identify the key issues relating to SML. It was then sent to 220 people who have taken part in a Self Managed Learning programme either for a qualification (MBA or MSc at Roffey Park) or as a dedicated in-company programme.

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THE LITERATURE REVIEW


Self Managed Learning (SML) Defined
SML, a term coined by Ian Cunningham in the late 70s, refers to a specific learning approach derived from elements of several other methods including self-development, self-directed learning and action learning. It is essentially a holistic approach to the individual and is underpinned by strong values. Ian Cunningham himself said in an interview, in the pieces theres nothing original ....it was putting all that together that was unique (Ross, 1997). However this uniqueness is guaranteed only by the strict definition of SML developed by Cunningham and it is clear that many approaches that loosely operate under the banner of SML would not be considered to be so in true terms. Cunningham (1994) makes this call for purity of definition in a critique of an article by Mark Easterby-Smith (1995) whom he accuses of distorting the SML product. He argues, we cannot ask to be treated as real professionals unless we take definitions seriously. Correct language is of prime importance and Cunningham criticises Easterby-Smiths reference to tutors, students and courses. He argues that people on programmes are not students on a course but active participants in a process. He challenges the view that academic institutions are the sole source of knowledge and that learning needs can be met from a wide variety of sources. The elements of SML focus on individual responsibility for learning in a way that reflects the natural management process as opposed to being taught in an impassive, more traditional way. SML is, however, also grounded in organisational needs so that the individual is learning firmly in an organisational context. In addition there is a collective responsibility whereby learners support each other and are active participants in the learning of others.

Key Features of a true SML programme In distinguishing SML from other learning methods, the power of the approach lies in the combination of the following elements: the curriculum is not separate from the learner who is responsible for its design according to perceived needs adequate time must be given to the crucial diagnostic phase where individuals decide and clarify their learning needs this is done by working through the five SML questions: Where have I been? Where am I now? Where do I want to get to? How will I get there and how will I know I have arrived? support is required during a transition period where the individual is becoming familiar with the approach learning experiences are identified to satisfy needs by a mapping process learning contracts are an essential feature and are totally personal documents that can subsequently be used to evaluate and measure the outcomes of the programme learning sets are an essential feature where members support, challenge and assess each others contributions facilitated by a skilled set adviser a learning budget may be available to the individual, providing a more focussed and targeted way to purchase appropriate resources or expert help

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feedback and guidance are provided by the learning set which must also ensure that social processes and issues of personal relationships are resolved there is no ideal formula and an SML programme varies with individual and organisational culture SML combines individual and group-based learning, is work-experience based and career relevant learning is immediately useful back in the workplace participants must develop skills in self-assessment there is joint assessment with the set, adviser and the individual

Blueprint for a typical SML programme (Constable, 1995)


Self Managed Learning Programme
Phase 1 (30%)
Key activities

Phase 2 (70%)

Development of Learning Contract

Agreement of learning Contract What How Evidence criteria

Work on Individual Contract goals

Final Assessment

Information Gathering: Mapping the Context of the Programme Diagnostic Activities Career Goals Organisation Strategy/culture
Information Processing: Start-up event

Set Meeting

Workshop (Optional)

Set Meeting

Set Meeting

Set Meeting

Workshop (Optional)

Set Meeting

Individual work Dialogue with Manager Mentor

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Structure without Structure It is often thought that SML is an unstructured way of learning. In a presentation to the EFMD conference in 1994, however, Geoff Bird described a robust structure in terms of a glass whose contents are fluid and open but whose essence, although transparent, is strong. The structure is provided by the detailed processes of diagnosis/assessment of needs, mapping the field of potential knowledge, the set process and the learning contract. Within this structure the participants are able to choose what and how to learn according to their own and their organisations needs. This is the element of fluidity that Bird describes.

The Self Managed Learning Glass


Fl d ui it y

Transparency

Strength

Open to individual and organisation Decisions Choices

Assessment

Accessibility

Assessment

Mapping

Sets and Set Advisor

Learning Contract

SML as an Approach to Learning

SML is concerned with process rather than content. A key benefit is claimed to be the various facets of learning achieved by participants. These can be roughly divided into five categories: 1. Metalearning
A claim made for SML is that it produces metalearning i.e. learning about learning (Ross,1997), at a strategic level which can facilitate fundamental change. Cunningham (1994) says, Acquiring new knowledge, skills and competences will be irrelevant if managers do not change fundamentally their mindsets, their mental frameworks. Learning to learn, think and identify resources is therefore more important than the content which constantly changes. Once the approach has been mastered, the new learning skill can be applied to all areas of life and in particular to future organisational challenges.

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2. Strategic Learning
In an increasingly complex and fast moving business environment managers are constantly anticipating, riding change and making an impact on the future direction of the organisation. The proposed benefits of SML are that it synchronises managing and learning (Cunningham, 1994). Managers become actively aware of the learning in each situation they deal with which helps them build up a more strategic approach to organisational issues.

3. Collaborative Learning
The involvement of each individual in the learning of others is a key element of SML. The insert below describes the behaviour required by set members (Bird, 1995).

Set Guidelines and Behaviours


A dialogue with learning at its centre Individuals are encouraged to generate and discuss their own ideas Air time is reserved and respected Assessment is carried out jointly by all People are encouraged to be true to their own beliefs Challenge and support is offered to help each individual. Questions are asked to advance an individuals learning Individuals are encouraged to struggle with ideas and to gain insight and authority Set members practise active listening

Learning set members are each allocated air time in set meetings which they can use in the way they feel most helpful to them. The other set members therefore spend more time listening and supporting others in their set meeting than they do on their own air time. They are required to give feedback and to assess the work of their colleagues in the set. Members learn the skills of active listening, giving constructive feedback and offering support. Cunningham (1994) describes these relationships as Equality without conformity and emphasises the need to dispense with the compete/conform polarity. Collective agreement and assessment ensure a strong basis for continued learning. The ability to negotiate without compromising values is a vital skill in organisations today where new structures mean that individuals often are required to influence without authority. Benefits of learning to work in this collaborative way should be felt in any organisation that promotes teamworking or knowledge sharing.

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4. Motivational Learning
By allowing learners to identify their own objectives, resources and potential, SML directly meets higher order needs and has the potential to satisfy the quest for what Maslow (1943) describes as self actualisation (see insert below).

Self-actualisation needs
What a man can be, he must be. This need we may call self-actualisation It refers to the desire for self-fulfilment, namely, to the tendency for him to become actualised in what he is potentially the desire to become more and more what one is, to become everything that one is capable of becoming (p132)
Maslow, 1943

A claim made by SML practitioners is that because the learner chooses what they will learn and how to do it, after identifying an organisational or individual need, the motivation to succeed is particularly strong.

5. Autonomous Learning
As well as the strong collaborative element in the SML approach, there is, paradoxically, a very individual aspect which recognises the need to accept individual difference. Participants work on different projects to meet their own objectives and do not necessarily share the same curriculum as others. In addition they are encouraged to discover their personal learning style in order to identify appropriate resources as well as appreciate the differences in the learning styles of other participants. SML claims to involve the whole person as an individual, as a set member and as a representative of their organisation. Emotions as well as intellectual responses are recognised as equally important. It fosters autonomy, personal responsibility and selfreliance (Cunningham, 1994). One of the key dilemmas of an SML approach, however, is how to maintain autonomy and responsibility for ones own learning while collaborating with others and meeting their needs. One of the development processes which allows this is the development of self-awareness. Self-awareness has become an increasingly popular concept in occupational psychology literature and is also included in Goldmans (1996) definition of emotional intelligence. He writes, Emotional intelligence includes self-awareness and social deftness qualities that mark people who excel: whose relationships flourish, who are stars in the workplace. Part of the emergence of self-awareness seems to be the development of accurate self-appraisal which is thought to be a key attribute of successful leaders (Atwater and Yamarino, 1995). Because ultimately the assessment of the programme is a combination of self-assessment, set assessment, set adviser assessment and in some cases a University Validating Board, the alignment of self-perception with that of the other groups involved is an essential requirement of the SML process. The individual may find there are often difficult lessons to learn.

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SML in the Organisation


Relationships within the Organisation
A variety of relationships are involved in an SML programme even when the programme is not based in the organisation. These include mentors, coaches, those who supply expertise, the learning set (if an in-house programme) as well as the individuals work team or colleagues who will become additional sources of knowledge and support. Anecdotal evidence suggests that line managers who take on some of these roles report gaining a great deal from learning how to develop their staff. Relationships should therefore become generally more productive and the benefits spread more widely through the organisation from the individual. Hiram Walker Agencies (Hurley, 1993) reported increased awareness of the activities of other parts of the group and increased cohesion among individual managers and a reduced sense of departmental barriers at other levels.

Particular aims identified by three organisations:


Clarifying the aims of any programme is essential to provide the criteria for its evaluation and an SML programme can be used to produce many different outcomes. These are some of the aims identified by organisations in the literature review. Shell graduate programme (Netherlands & UK) to impart knowledge and skills more quickly foster personal development and business competencies promote networking delegate responsibility for management of training to the individual enable recruits to assess mutual compatibility meet individual and organisational needs ICL (Stothart, 1995) provide a framework and support for individuals to develop new roles to encourage individuals to own their own development passing on lessons from one programme to another ensure development is dovetailed to business needs Hiram Walker Agencies (Hurley, 1993) to engender a new culture from a patriarchal model to a faster more entrepreneurial type of organisation. to foster teamwork while encouraging individual responsibility for learning to establish a common framework for management development following a merger and to give it top priority to avoid the necessity of staff being absent for training for long periods during a difficult period and allow them to work on work-related issues to learn in a way which reflected their work back in the workplace to cascade learning throughout the organisation

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Potential Resources
The resources required for an SML programme to some extent reflect organisational needs but also the individuals preferred learning styles. For example some of the resources identified by various organisations were: Shell used: a visit to British Airways High Flyers Programme which was based on the same principles formal training time with staff, managers, line visits libraries Hiram Walker Agencies made use of: development centres to identify critical behavioural attributes of successful managers exercises to identify individual learning styles involvement of top managers small library of learning materials and Roffey Park LRC Other organisations made use of: residential workshops/career planning work experience/opportunities projects secondments travel reading

Learner Needs
Cunningham (1994) identifies characteristics of potential SML participants that may help them succeed with this method of learning: they need to feel comfortable with change and see it as a learning opportunity they should welcome diversity of culture and individual difference they need to be able to take calculated risks can integrate data and feelings are able to use mistakes as data rather than make excuses are able to use all experiences can translate learning across contexts do not require a traditional analytical, detached approach

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Hurdles
Although the potential rewards are high the literature identifies some pitfalls that may be encountered along the way: 1. Managing Expectations: SML is fundamentally different from educational practices that people have experienced at school and even university. In most cases therefore participants genuinely do not know what to expect and there is evidence to suggest that in the early stages people feel abandoned and at sea. They may begin with the impression of unlimited freedom and plenty of opportunity for free wheeling. However as we have seen, the structure of SML requires the same deadlines and increased accountability to the other set members for work produced. Alternatively both training managers and participants may have heard that such programmes are very powerful learning experiences and have unrealistic expectations of immediate changes. In some cases the early stages may involve unlearning traditional assumptions and learning concepts. Ross (1997) also identifies issues relating to power and authority and suggests that these need to be dealt with openly. Time is taken up in establishing the correct form of relationships at all levels and this should be considered as part of the learning process rather than time wasted. 2. Self Concept: New participants have to confront their own self-concept and assumptions at an early stage and this is often described as a highly emotional experience. Ross (1997) describes the pain of discovering the discrepancy between ideal self and real self which can be ruthlessly exposed in an SML set and lead to emotional trauma. It may be that to be successful in the approach people need to already have a belief in their own ability, which raises the possibility that individuals could possibly be selected by using a psychometric instrument such as Guglielminos Self-Directed Learning Readiness Scale. It is likely, however, that it is an essential part of self development to work through this uncomfortable process leading to greater self-awareness as discussed previously. 3. Defining the territory: Difficulties may be felt more keenly when there is a failure to provide a clear context for the programme. It is possible that omitting some of the essential elements of SML identified above, which in turn has weakened the structure of support, exacerbates this lack of focus. New participants can feel lost in unfamiliar territory. A potential danger raised by Easterby Smith (1995) is that participants will have difficulty in identifying what there is to learn, leading to a simple recycling of existing knowledge and skills.

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SURVEY RESULTS
There were 100 responses to the survey which gave a response rate of 45%. The quantitative data is summarised on the questionnaire in Appendix 1.

Individuals who choose SML


Cunningham suggests that individuals who succeed in SML may have a particular profile which helps them adapt to the process. The first section of the survey looks at the type of individuals who have chosen SML programmes. Without exception they are people who enjoy learning new skills and ideas and a resounding 94% would not prefer traditionally taught methods such as lectures. They were already aware of their learning preferences and styles and almost three-quarters feel able to learn without a clear context being provided. This figure could be expected to be high, as 40% of the sample included Masters students of Management Development. Even taking these respondents into account, however, the 99% of people who are aware of their own learning styles is exceptionally high. Other high scores in this section demonstrate the importance of others in the learning process. 96% enjoy being involved in the development of other people and 94% often use colleagues as sources of information. They are also people who view change as a learning opportunity (99%) although less actually enjoy coping with ambiguity (69%). 79% feel they learn better from experience than from a training course. They are, nevertheless, avid readers 82% enjoy reading books, articles or reports. In spite of this profile of individuals eager to learn and with a good awareness of their own preferences, only 60% found the SML approach easy to adopt and over half had some difficulty in developing a learning contract. 34% did not find it easy to identify appropriate resources to solve problems which is one of the keys to success in the programme. Once mastered, however, 82% found that they were able to apply SML principles to other areas of their lives outside work.

Organisational Support
Only 15% of respondents work in an organisation where there is an established SML programme. The remainder comprises individuals who are attending qualification programmes and therefore have learning sets that are external to their organisation. Although respondents say that in general (68%) self-development is encouraged in their organisations, a similar number say that it is not rewarded and nearly three-quarters say that it is difficult to find time for self-development activities. However 82% of organisations do encourage learning and developing new skills, 73% provide facilities to do so and a slightly lower percentage provide opportunities to apply new learning in the organisation.

Facets of Learning
The literature review suggests that SML promotes various facets of learning and the survey included two items designed to tap into each of these. Respondents were asked to consider the learning they had gained from their SML programme and identify areas where they had

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made progress. They were also asked to give examples to discourage respondents from

simply ticking each box without identifying specific situations.


Metalearning: This is taken to be the ability to transfer learning from one situation to another or the ability to re-apply the approach in an unfamiliar setting. As one respondent describes it, having a framework for making a start. Just under three-quarters of respondents say that since their SML programme they feel more able to deal with unfamiliar situations and 71% are able to identify resources and learning aids more readily. Examples given include being able to take a step back and view situations objectively as a whole. One respondent has moved into project management and reports benefits in developing project management skills, conducting research on the subject and making recommendations. Another has broken out of a functional area and moved into a more strategic role. Respondents report being more self-confident in dealing with senior managers and more able to take on unfamiliar projects. Someone gives the example of coping in different sectors and countries. They also claim to be able to identify wider resource material with the realisation that there are no barriers. Several mention the wider networks they have developed both inside and outside the organisation and in particular their own learning sets which have often continued to meet long after the programme has finished. Strategic Learning: 82% of respondents said that they were thinking more strategically about the future direction of the organisation since the SML programme, although only 55% were able to contribute directly to organisational strategy. One respondent writes: I am more deliberate in linking my job activities to business goals Another describes it as, dragging my head above the parapet and disengaging from the operational level. Since the programme one person has moved into employment as a change management consultant/strategic facilitator within the same organisation. Another describes a broader awareness of other organisations strategy and several responses refer to the ability to reflect with more depth and breadth. In some cases this means taking a critical look at the organisation and identifying a lack of strategic direction. This more strategic approach seems to be reflected in the fact that over three-quarters of respondents feel that their general management skills have improved. Respondents report a better understanding of others frames of reference and being more comfortable in challenging others in their areas of expertise. One respondent writes: I now facilitate a team of Directors learning and make very powerful interventions and give insightful feedback.

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Collaborative Learning: 70% of respondents say that they are more effective in learning and working with others. In examples given this seems to have been developed in the learning set, with many saying that they have worked on their listening skills. Respondents report being more facilitative, patient, analytical, sensitive and comfortable in listening and evaluating what others have to say. One example of a new approach is: I now try to get closer to the people I find most difficult. A bit Machiavellian but it seems to work. Many respondents are involved in mentoring or coaching activities with both senior and junior staff. People mention being more conscious of sharing learning and giving and receiving feedback. Several work in teams and say that they are more aware of group learning abilities. Motivational Learning: As described in the literature review, this is a response to a higher order need likened to self-fulfilment. 79% report being highly motivated by choosing their own areas of learning and 70% now proactively seek out opportunities to add value to the organisation. The survey reveals a kind of inner momentum when participants discover this self-fulfilment through learning. One respondent describes it as having more control over my destiny. Another feels more committed to the company and a third describes the stimulation of the get out of the box mentality. But not all of this motivation is directed towards pleasurable experiences. Individuals are prepared to take on tough challenges. One individual writes: I have selected to learn a particularly difficult job role which I am finding quite stressful as it involves learning many new skills. The stretching of limitations is a common theme in the responses: Because there are little restrictions to the process of learning, so it frees the mind the key to success, I feel, will be that there are no boundaries. The sense of self-fulfilment attained is described by another: I am enjoying life very much more and have a much greater appreciation of others. Money, status, prestige are all pretty worthless without this Autonomous Learning: From the literature review it was clear that one of the goals of SML should be to foster self-reliance. Individuals have unique needs and learning styles and their experience of a programme will essentially be different from that of every other participant. 80% of respondents to the survey agree that following the programme they are able to identify their own learning needs more readily and 64% say that they now use all situations at work as learning experiences. One respondent has developed the habit of maintaining a day to day learning log while another expresses the need to formalise a new learning contract with myself having gone on to become a Company Director since completion of the programme. The development of ongoing learning practices is echoed by another respondent: I try to find time for reflection to capture the learning. I am more analytical. I look at the process as well as the end model

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SML participants seem to have acquired the mental habit of reviewing learning, sometimes with others: I always review my learning with managers and directors and sometimes as a personal process. In some cases learning to learn is still an ongoing process: I still need to work at reflecting on the learning Because of this ongoing need, several participants say that they still continue to apply the five SML questions, others continue coaching relationships or collect general feedback, read text books and one has developed a learning plan.

Relationships within the Organisation


SML promotes the building of relationships in a variety of ways. Firstly the learning set fosters a deeply supportive network of individuals who play a key part in the learning process. In addition, 42% of respondents have a mentor or coach, and the same percentage act in that capacity to a more junior colleague. 83% say they seek feedback from colleagues, over half are members of external networks and 68% find opportunities to share their learning with others. One former MSc participant writes: The MSc contributed to my desire to learn with and through others and embedded the deep belief that the sum is greater than the parts I never truly saw or experienced this before Examples of other relationships developed as a result of an SML programme include: roles in the community; membership of a Consortium; retaining links with ex-colleagues and professional networks.

Resources used for SML


The resources used to support learning may be infinitely wide and varied and are chosen to suit the individual learning style. Roffey Park MBA students are given access to a learning budget which can be used to purchase any form of learning resource. From the survey the resources used in order of popularity are: the Learning Resources Centre or library 92%; Projects 69%; visits to other organisations 67%; formal training programmes 57%; coaching by senior managers 44%; workshops or activities arranged by the organisation 36%; work experience or secondments to other departments 33% and formal development centres 21%. Other resources identified are attending conferences, the Internet and visiting experts.

Individual Benefits After the initial Oh my God, what have I done? I want to be taught, all this money Im spending syndrome. Now I have a much more rounded view on life and my role in society and probably most importantly comfortable with who I am and what I can achieve
(Comment made by a respondent)

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The survey asked respondents to describe what individual benefits they had experienced from the SML programme. These have been grouped under headings which emerged from the data and recorded in full in Appendix 2. The key benefits identified fell into the following categories: Self-Reliance/Self-Awareness Building Relationships Dealing with Ambiguity Knowing how to Learn Understanding Meeting Challenges New Approach to Life Enjoyment of the Programme These responses confirm many of the benefits suggested in the literature review, particularly the five facets of learning. One illustration from the survey suggests this depth of development: I have personally benefited by the journey and the end resultthis method of learning has stretched me far beyond other types of learning I have experienced and has helped me to consider all aspects of my life from different viewpoints The link between individual and organisational learning is highlighted by another respondent: Once adjusted to learning without direction, the power of learning and being able to translate this immediately into the work environment is superb. In some cases people experienced a transformational change and one describes an irreversible change of attitude, of behaviours, of professional practice. Another writes, I am a new man, who thinks differently, who sees many patterns in life and who has gained the wisdom of maturity. The changes seem to have an impact in all areas of life and stretch the boundaries of experience: In a sense I have jumped outside my safety zone and it is an uncomfortable experience. Individual Difficulties It is evident however, that the SML process is not easy for many of the participants. The responses from the open question relating to difficulties experienced during an SML programme are again grouped under headings and are listed in full in Appendix 2. The heading with the largest grouping of responses is entitled, Understanding what is required. It has already been seen from the survey that just over half the respondents do not find it easy to develop a learning contract and 40% do not find it an easy approach to adopt. One respondent suggests that understanding what is required is part of the learning process. The initial struggle establishing scope of learning and problems described by another is a common difficulty expressed by many SML participants. Respondents echo some of the frustration of lack of content and direction and the eventual realisation that there are no more teachers. Difficulties are also reported in building the relationships required to establish the support needed. These include not a very dynamic/supportive set, lack of walking the talk from one set adviser, internal mentor of a different perspective, gender problems and the inequality of

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people in handling ambiguity. As these relationships are a key factor in the success of the programme, time has to be devoted to getting them working well and this makes emotional demands on all concerned. SML participants must build rapport with people of very different needs, values and agendas and devote time to assessing the work of others. As well as dealing with relationship problems, the SML participant must also acquire selfdiscipline to manage the process successfully. One respondent writes: Finding time and self discipline to apply myself, the lack of structure has left me floundering at times Although it is true of any programme, particularly at Masters level, that people must learn to manage their time, it seems to be the perceived lack of structure which demands higher levels of motivation than simply completing a series of assignments using a pre-determined reading list. Several participants describe the SML approach as a painful or uncomfortable experience which sometimes pushes the individual to examine areas they are not comfortable with. This seems to occur as part of the self-awareness process that one respondent describes as: Changing my personal styles and behaviours, both difficult and beneficial.

Organisational Benefits
The responses in this section represent respondents views on the way that their organisation has benefited from their participation in an SML programme and are listed in full in Appendix 3. Eight headings emerged from the data: Better Performance at Work Greater Motivation Ability to take on more Responsibility Being a Better Manager Better Relationships with Others Challenge to the Organisation Introducing New Ideas Better Understanding of the Business People generally believe that their performance at work has improved and some have taken, or feel ready to take on, more responsibility. They report increased awareness of the business and being able to bring new ideas and influences into the organisation. Many report better relationships with others and say they are better managers. Several describe increased motivation and the ability to draw on external resources, new skills and methodology. One respondent describes a new relationship with the organisation: Instead of saying, What can the company do for me? people will be developing themselves and contributing more to the business and enhancing their careers

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Work-based projects are cited as having deepened employees understanding of the business. Inevitably there are also some challenges. One respondent describes a situation where senior managers found it threatening to respond to questioning of existing practice. The challenge can therefore be seen as both an opportunity and a threat for the organisation. A key threat to the organisation is highlighted by the following comment: It changes you a lot to the extent I no longer fit the organisation Several respondents say that they have left or intend to leave their organisation and it seems likely that following an SML programme individuals expectations are raised so that opportunities need to be provided for ongoing development. Individuals who find themselves in a situation where there are no further opportunities for learning or contributing to organisational strategy become frustrated and disillusioned.

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Conclusion
The results of the survey clearly show that SML is a very effective tool in management development. In todays less hierarchical organisations where the new psychological contract is often used to describe the move away from loyalty and employment security to employability and employee responsibility for careers and development, individuals must seek ways to foster self-reliance in terms of their own learning needs. The Self Managed Learning process fosters self-confidence in the key areas of learning, identification of resources, management skills, assessment, working with and developing others and innovation. The additional requirements of this type of programme to build relationships, identify resources and map the field, demand analytical thinking, self-reliance and good management skills. However organisational benefits are dependent on a commitment by the organisation to provide an environment which fosters growth and development and utilises talent and learning to the full. Without this support expectations on both sides may be disappointed.

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References and Bibliography


Atwater, L. E., Yammarino (1995) Antecedents and Consequences of Self-Other Rating Agreement: A Review and Model Research in Personnel and Human Resources Management Ed J Feffis Bird, G. (1994) A Presentation to the EFMD Annual Conference: The Self-Managed Learning Glass Constable, A. (1995) Self-Managed Learning. The Financial Times Handbook of Management (Ed S. Crainer)London: Pitman Publishing Cunningham, I (1981) Self Managed Learning and Independent Study in T. Boydell and M. Pedler (Eds) Management Self-Development: Concepts and Practices. Hants: Gower Cunningham, I (1994) The Wisdom of Strategic Learning: the self managed solution. London: McGraw-Hill Cunningham, I (1994) The Myths of Self-Managed Learning. Management Development Review Vol 7 No 5 pp3-6 Cunningham, I (1995) Extending Knowledge in Management Development - the Case of Self Managed learning. . Organisations and People, 3,2 Easterby-Smith, M. (1995) The Design of Self-Managed Learning: Some choices and Dilemmas. Organisations and People, 2, 3 Goldman, D. (1996) Emotional Intelligence: Why it can matter more than IQ Paperbacks Bloomsbury

Maslow, A. (1943) A Theory of Human Motivation. Psychological Review, vol. 50, no 4 pp 370-96 Ross, J (1997) How was it for you? Exploring the Learners Experience of SML An unpublished MSc study, Roffey Park Management Institute Stothart, C. (1995) High Performance Competencies: Development through Self-managed Learning. Organisations and People, 2, 1

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APPENDIX 1

Survey to Assess the Benefits of Self Managed Learning


This questionnaire aims to identify the benefits and difficulties of a Self Managed Learning approach. Some of the areas examined have been highlighted through a literature review and a focus group with SML users held in November 1997 at Roffey Park. We would, however, like to hear of other benefits or difficulties that you have experienced as well as examples of some of the areas we have suggested. Section 1 About Yourself One of the issues of interest is whether some individuals are more suited to SML than others. These questions relate to you and your perception of the SML approach: Results in % I enjoy learning new skills and ideas I am aware of my own learning preferences/style I enjoy researching issues in depth at work and in other contexts I do not have time to learn new things at work I enjoy reading books/articles/reports I find it easy to identify appropriate resources to solve problems I prefer traditional taught methods of learning e.g. lectures I enjoy coping with ambiguity I find it difficult to learn without a clear context being provided I learn better from experience than from a training course I view change at work as a learning opportunity I often use colleagues as a source of information I enjoy being involved in the development of other people I found the SML approach easy to adopt I found it easy to develop a learning contract I apply SML principles to other areas of my life outside work YES NO

100 99 78 82 66 69 79 99 94 96 60 82 72 94 73

51

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Section2 About Your Organisation It may also be that some organisations are better suited to SML than others. These questions relate to your perception of your organisation: YES The opinions of employees are valued in my organisation It is difficult to find time for self-development in my organisation Self-development is encouraged in my organisation For example: Section 2 (continued) Learning/development is rewarded in my organisation e.g. Employees are encouraged to learn/develop new skills at work e.g. My organisation provides facilities to learn e.g. There are opportunities to apply new learning in my organisation e.g. NO

62 71 68
YES NO

61 82 73 70

Section 3 - About your SML programme YES There is a current SML programme in my organisation The SML programme was developed specifically for my organisation The programme is more than 12 months in duration The programme is part of a qualification programme The set advisers are from my own organisation Where and how were the set advisers trained: NO

15

How were the programme participants selected:

Valerie Garrow

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Section 4 Promoting Continuous Learning One claim for SML is that it facilitates various levels of learning. Try to consider the learning you have gained. Tick all that apply and give examples that have resulted from the SML programme where possible: I feel more able to deal with unfamiliar situations using SML methods e.g.. I am able to identify resources and learning aids more readily e.g. My general management skills have improved e.g. I think more strategically about the future direction of the organisation e.g. I am involved in the development of other people e.g. I find that choosing my own areas of learning is very motivating e.g. I use all situations at work as learning experiences e.g. I am able to contribute directly to organisational strategy e.g. I am more effective in learning/working with others e.g. I seek out opportunities to add value to the organisation e.g. I am able to identify my own learning needs more readily e.g.

74 71 76 82 84

79 64 55 70 70 80

Valerie Garrow

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Section 5 Relationships at Work SML programmes involve establishing relationships of various kinds in order to gain support and resources for learning. Tick which of the following relationships you have developed as a result of SML. Please add any additional information you wish. I now have a mentor/coach I seek feedback from colleagues I am involved in coaching/mentoring a subordinate I am a member of a learning set Section 5 (continued) I am a member of an external network I am a better team player at work

42 83 42 52 55 57 68

I find opportunities to share my learning with others Please give examples of other relationships developed as a result of the SML programme:

Section 6 Resources Used for SML We would like to identify the types of resources used to support an SML programme. Please tick those that you have made use of and add any others to the list: Learning resources centre/library A formal development centre Work experience/ secondments to other departments Visits to other organisations Formal training programmes Involvement of top managers in coaching or development Projects Workshops/activities arranged by the organisation Please give examples of other resources:

92 21 33 67 57 44 69 36

Valerie Garrow

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Section 7 - Key Elements of the SML programme It has been suggested that the power of the SML process lies in the combination of its various elements. Please tick the elements below which have formed part of your SML programme: Diagnosis of learning needs using the 5 questions, Where have I been? Where am I now? Where do I want to get to? How will I get there? How will I know I have arrived? Mapping the territory Developing a learning contract Membership of a learning set Facilitation by a set adviser Use of a learning budget to buy appropriate resources Learning immediately useful back in the workplace Development of self-assessment skills Joint assessment with the set, adviser and individual

85 86 85 92 83 55 73 83 82

Section 8 - Individual Benefits and Difficulties Please describe in your own words the benefits and any difficulties you have experienced from the SML programme:

Section 9 - Benefits to your Organisation Please describe in your own words the benefits (or otherwise) to your organisation of your participation in an SML programme:

Valerie Garrow

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Section 10 Evaluating Self Managed Learning Please describe how you evaluate the success of your programme:

Thank you for completing this questionnaire. Please return to The Research Department, Roffey Park Management Institute, Forest Road, Horsham, West Sussex, RH12 4TD in the envelope provided. All responses will be anonymous but if you would like a summary of the results please enclose a business card.

Valerie Garrow

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APPENDIX 2

Responses from Open Questions


Part 1 - Benefits to the Individual of an SML Programme
Self-Reliance/self-awareness Taking charge and responsibility for own choices Realisation of being able to tackle new projects/concepts through learning Empowering: raising my self esteem Increased personal confidence Sense of ability from doing it myself A powerful for me the most powerful self development tool Have quickly developed a greater understanding of myself, growth in self confidence Improved interpersonal skills, allowed self to be creative, flexibility Major shift in capabilities, expertise in chosen areas, confidence Engenders willingness and ability to find things out for oneself Focus on future with some clarity, more self-aware and confident More self managed in how I work and identify development opportunities, increased self confidence Now knowing what I dont know but feeling confident I can find out, learning 5 times greater from having to assess others Included being only woman in group of men in learning contract, developed my ability to put my point across even in the face of adversity Set your own targets/goals, greater focus than I would have if I had been in a different learning situation I am able to pick up any topic I want Changing my personal styles and behaviours both difficult and beneficial More aware of my style strengths and weaknesses, networking with people from other organisations, ability to debate current issues with objective individuals Self development and self assessment skills with enough methodology to sustain them for the future Awareness, able to identify sources for learning seeking feedback actively more confident in managing career Better understanding of myself, where have I been and where am I now Preferred learning styles make me less guilty at reluctance to read extensively Can be honest about yourself Can listen to constructive criticism You decide rather than have someone decide for you

Valerie Garrow

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Building Relationships Establishing supportive and trusting relationships with the set Giving/receiving feedback Open, honest, supportive team Feedback on written work and interpersonal skills Learning from seeing others learning and develop Learning with a peer group, support from that group and challenge, a valuable structure for personal learning, the appropriate infrastructure, e.g. Roffey facilities, LRC, a clear target learning contract leading to qualification New, relevant learning, working in learning set and community, self and peer assessment Using group as sounding board, feedback, freedom, sharing and learning, understanding how others think and learn Learning sets particularly useful and working with others, more self confidence, self esteem Dealing with Ambiguity The lack of structure is an untold benefit once one has accepted the informality More able to deal with ambiguity, personal growth, learning how to learn Confusion in first few months as to where it was all leading then light came on, support of the set, Once adjusted to learning without direction, the power of learning and being able to translate this immediately into the work environment is superb Broadens my thinking, ability to operate effectively in ambiguity Knowing how to Learn The facility to learn while working full-time and applying the learning in the organisation Develops a means of working towards a goal Guidance on learning techniques Enhanced knowledge and skills Breadth and depth of knowledge gained Excellent approach to learning Thirst to continue to learn and confidence in progressing Motivated to learn/to choose relevant subjects/learn from others The sustainability of the method after the programme learning to learn much easier to keep going on your own Structure and purpose to learning. A reason to talk to people about their work, it opened doors. It gave permission Greatly increases the scope for learning without the restrictions of an imposed syllabus

Valerie Garrow

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Understanding Learning there is no absolute right or wrong approach. Your contribution is as valid as the next persons Critiquing skills Greater understanding, shared ideas, experiences, increased confidence & awareness Reflection: understanding difference between experience and learning Discussion and exploring issues from different perspectives Critiquing others work and vice versa Greater critical facility Thinking outside the box Clear view on difficult situations, raised level of awareness for own preoccupations, new methods of dealing with unexpected happening Improves critical reasoning Meeting Challenges Faced up to issues and worked through them with the support of the set Enabled me to mature in a work sense and cope with bigger roles more quickly. It geared my mind to believe others could add value to my thinking by challenging my assumptions and thought processes. It therefore shaped how I assimilate information and I now consciously rarely prejudge until I have explored issues in greater detail New Approach to Life Initial Oh my God, What have I done, I want to be taught, all this money Im spending syndrome!. Now have a much more rounded view on life and my role in society and probably most importantly I am comfortable with who I am and what I can achieve Completely broadened by horizons. Developed my networking skills. Gave me balance in my life. Allowed me to understand how I best learn. Got me a better job! Enjoyment of the Programme Until I experienced the challenge it would have been easy to justify giving up Work at my own pace, explore issues, feedback from my set and adviser, my time is mine Requires good set advisors, lots of resistance Tailored programme with many opportunities for group work Possibility of managing the learning taking into consideration own gaps of knowledge and availability of time Individually tailored, specific objectives/relevance, flexible pace, higher level of motivation The ability to select subjects of specific relevance to me usefulness as the key test (as opposed to taught programme) Heightened engagement with programme due to self managed aspect Sense of endless programme

Valerie Garrow

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Part 2 Difficulties Experienced:


Understanding What is Required Understanding what is required of me part of the learning process Initial lack of structure/direction Initial struggle establishing scope of learning and problems developing ability to take responsibility of own learning, less direction, more self direction Not understanding where to start, determining the learning contract given I am not employed at present Understanding the map of management and developing a Learning Contract difficult Choosing and refining material, knowing when you have learned have I arrived? Self-motivation, additional work, no pre-defined structure Uncomfortable during first residential as expected more direction and content Frustration during first year at having to reinvent the wheel Lack of clarity in setting/advising on level, consistency between sets At first very difficult to understand the mechanism and the process, very demanding in self-discipline and management of time Difficult to have no indication of parameters, whilst I subscribe to the notion of SML this should and could be achieved more effectively within a framework of for example firm assessment criteria. Also, for those out of the learning situation for some time a long first assessment must have been very difficult Difficult to know if I was selecting the most useful topics I needed to add discussions with a mentor much closer to my own experience/work setting Indicative syllabus is so wide, could end up spending time on materials which may not add value especially to assignments Lack of connection with residential programme Difficult process to digest needs time and empathy with the style Lack of structure - found it difficult to ascertain the correct way forward Relationship Problems Not a very dynamic/supportive set members introverted , worked alone Initial worries in learning set where individuals have very different needs, values and agendas. Once resolved the difficulties became enormous strengths Not all people are equal in handling ambiguity I had an internal mentor of a different perspective (initially my boss which didnt work). Lack of walking the talk from one set adviser, lack of understanding from organisation Being only woman in group of men I had not anticipate learning and gender so interrelated In early stages people need a lot of support, structure, direction Assessing the work of others was difficult to get used to and very time consuming

Valerie Garrow

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Back in the Organisation Putting my needs ahead of those of my company Convincing manager it is an effective credible learning initiative. Getting support within the Company The organisation found it hard to understand and relate to the MSc style a lot of resistance. Painful/Uncomfortable Experience At times if makes me struggle with the meaning of life! It can be painful Pushes the individual to examine areas they are not comfortable with Intolerance of non-SML approaches, constant questioning/searching which is tiring for those around me Treating everything as intellectual issues inappropriate and only 3 or 4 years after completing MBA is true benefit being discovered Keeping the Momentum Going Staying on course with my development needs post MSc I need a structure and purpose the self-propelling nature of the structure is difficult to master initially but is the reason I chose an SML study Discipline/Self management Discipline of managing your own learning In finding a focus for myself and actually start training Discipline required to deliver, adds a lot of pressure Finding time and self discipline to apply myself hard, lack of structure has left me floundering at times but only occasionally SML came quite easily but working through MBA process was quite demanding Time pressures for research and contact with others (x9 responses) Maintaining balance after first 3 months Dedicating/allocating time when timetable is informal, prioritising To find out and follow a habit to work during free time

Valerie Garrow

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APPENDIX 3

Benefits to the Organisation


Better Performance at Work More confident in making my contributions heard better/clearer longer term planning and thinking Has influenced my consultancy work enormously. The development of my own business over the past 3 years has direct relationship to the MSc and subsequent SML philosophy. The organisation now has a more balanced Staff Development programme and HRM strategy. Can select to do work which is valuable to organisation Me as more confident, more strategic, enlightened professional Able to model self-managed approach. Transfer ideas and techniques of learning more oriented to the business More business focused, applying theory and practice in other areas of the company. Developing confidence and performing more effectively Use of new knowledge and skills Increased awareness of initiatives in other organisations Knowing what Im good at and being confident of asking for help to fill the gaps. This is allowing us to provide much better services Becoming more rounded, able to handle pressure/rejection and a redundancy Live problem solving

Greater Motivation Increased motivation and interest in my work More energy and participation in many of our business processes More motivated employee More questioning and confidence Improved motivation, better qualified member of staff studying issues relevant to the organisation Able to take more responsibility I was asked to take responsibility for the Delivery arm of the business. Their benefit has been indirect through my own personal development rather than by bringing some of the newer learning methods into the business. From me questioning more, understanding more, looking at issues in different ways and feeling more able to tackle areas that I have avoided in the past. Contributed to a new remuneration strategy, researched business strategy, implemented change management within the department More able to understand company strategy and participate in cross functional groups In improving my self-management skills and confidence to take on senior roles

Valerie Garrow

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It has increased my ability to get work of a higher calibre. It has increased my value as a consultant. I am continuing the learning habits albeit in a less organised fashion and encouraging others. Better Manager I am a far better manager Improved manager, constantly seeking new ways of doing things Infectious, my modelling has encouraged subordinates to develop and want to, relationships reached new strengths and levels of honesty Became a better manager and management developer, able to analyse the effect of business strategy and change on people Better balanced view on management Learning back into company, Im a better manager, more knowledge and skills My skills are valued by them, I am a source of information/expertise, someone who is prepared to challenge the status quo and prepared to take risks, try new things. I seek to change things for the better Subtle and too numerous to list, improvement in my case of the level of knowledge is spread over very many disciplines Passing on the power of SML to staff Better Relationships with others Learning set concept and opportunity to develop network Benefit external networks can bring to the org and self Seeing things from others perspectives Wider contact network I have learned how to learn and can support others in the same process In my current job I use the facilitation techniques with a team of Directors and constantly challenge their thinking and how they see situations or make assumptions. Someone recently joined the team and commented on this and how I had grown personally More sensitive to needs of others and able to adopt my approach more flexibly and effectively Time to reflect and understand others perspectives Valuing all contributions not just one way of doing things Challenges the Organisation Tests maturity of the organisation to cope with SML ways of working and some struggle with the challenge/support style. Timing crucial, development agreement needed to be able to flex and meet real existing development opportunities

Valerie Garrow

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Introduce New Ideas Added value to clients, easier to sell own services New knowledge and skills brought back to workplace, useful contacts made with other organisations More impactful contribution to management team, ability to see bigger picture, more productive and confident, greater open mindedness Measurable development of a very profitable niche business (short term and legacy) External resources to draw on in problem solving process, innovative approaches for people development in the organisation More effective as developer and able to express my creativity due to increased confidence and techniques learnt and practised Opened me up more to looking at and introducing ideas and concepts used in other companies Broadened my thinking to bring new ideas, new methodology, challenge the current practices Better Understanding of Business Self reliant, prepared to ask right questions, broader understanding of the business, helping others to determine their own measures Development of skills, knowledge and confidence in my abilities, direct link into real issues to be addressed More flexible approach to decision making and more inclusive of others in process A matured view Learning through work projects, choosing topics relevant to the organisation Very much connected with work as one develops the issues and finds time to address them Bridging academia and practice Non-Benefits for the Organisation: Will probably leave on completion Senior managers find it threatening and avoid participating to the full; those who are committed are then frustrated by this reaction It changes you a lot to the extent I no longer fit the organisation Left organisation 6 months after graduation In my organisation management regard questioning as a threat and annoyance Dont wish to sound negative but I am not sure my organisation knows what an SML programme is None that would not have acquired as the results of any other programmes, nonbenefits have been related to time spent on residential, set meetings, etc

Valerie Garrow

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