Purpose: This study aims to investigate the aspects that influence reflective practice during an action learning approach to management development programmes (MDPs). Design/methodology/approach: A narrative inquiry approach was used to gather interview and pictorial data from 16 participants who had attended an action learning oriented MDP. Data…

Construction managers are the drivers of project success. To perform well, they need to possess key competencies, such as knowledge, skills, and attitudes, all of which can be improved through proper training. However, despite the skill shortage that still exists in the construction industry, extant literature does not precisely reveal the…

The authors examine the determinants of the effective implementation of game-based learning (GBL) for experiential learning. They focus on the successful GBL initiative called Management Game (MG) and adopt the theory-driven deductive thematic analysis approach of Boyatzis along with the Matsuo model as theoretical rationale. Overall, the findings…

When facilitating large-scale instructional change, leaders face stakeholder tensions that arise from different institutional pressures. Over the past 4 years, we have created an innovative "live" case competition in a strategic management course as our college's signature undergraduate experiential learning opportunity. This case has…

In teaching leadership development we have developed and revised a model of teamwork and collaboration, which has yielded innovative and positive results. Our study draws on insights from more than 90 project teams, gathered over twelve years of a mid-career executive education program designed specifically to teach collaborative leadership. The…

The focal goal of this research was to extend the empirical effort on business simulations as a form of experiential learning by providing the first empirical analysis of business acumen and knowledge application skills. Disruptions in technology are providing more opportunities to improve the simulation gaming learning experience and a number of…

Purpose: The purpose of this paper is to argue that action learning (AL) may provide a means of successfully developing small to medium-sized enterprises (SMEs). Design/methodology/approach: The literature around SME learning suggests a number of processes are important for SME learning which similarity, it is argued, are encompassed in AL. AL may…

Participants in management development (n=714) identified the most and least useful aspects of the program. Many felt that self-directed learning was demanding but led to deeper learning. At the same time, they showed discomfort with the tutor's role as facilitator and the lack of structure. Time pressures were major barriers. (SK)

Describes the method implemented at West Virginia University for evaluating and granting life experience credit to school administrators. (WD)

Differences in the structure and operations of small businesses necessitate management training tailored to their needs. One method involves different techniques for each management level: chief executives, managers, supervisors. Another approach is holistic group training involving action learning for the entire management team. (SK)

Outlines the evolution of interpersonal skills training courses for managers into an action learning, learner-centered approach. Presents a four-phase model (confidence to learn, competence, comfort, and improved performance) and describes the phases of competence development: input, discovery, and reflection. (SK)

Drawing on the experience of a 21-year mentoring relationship between two rural school administrators, this paper describes 11 components of an effective working mentorship. These elements are: establishing the relationship, the communications process, setting goals, determining skills, time commitment, broadening the protege's horizons,…

In this account of practice, the authors introduce a variant of classic action learning, called developmental action learning (DAL). The DAL model, derived from cognitive development theory, introduces conventional learning modules prior to the more intensive set experience. It also calls for facilitation designed to help participants, selected…

The author's experience with a Nunavut business management education program illustrates how to develop culturally relevant organizational behavior curriculum. The process initially involved interviews with Inuit Elders about culturally appropriate responses to scenarios of cultural conflicts in the workplace identified by Inuit managers. The…

Reform of educational administrator preparation programs has received substantial attention from scholars over the past 15 years. Their works stress the importance of a strong knowledge base, problem-centered learning, and a renewed emphasis on affective development. A trend away from managerial, authoritarian leadership styles and toward…