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Self Managed Learning:

Development for the 21st Century

Report prepared by

Valerie Garrow

July 1998


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Contents

Page

The Literature Review 2

Self Managed Learning Defined 2SML in the Organisation 7

Survey Results 10

Individuals who choose SML 10Organisational Support 10

Facets of Learning 10

Relationships within the Organisation 13Resources used for SML 13

Individual Benefits 13Individual Difficulties 14Organisational Benefits 15

Conclusion 17

References 18

Appendix 1 - The Survey 19

Appendix 2 - Benefits to the Individual 25Difficulties Experienced 28

Appendix 3 - Benefits to the Organisation 30


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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 managementprocess. It has been widely used at Roffey Park in qualification programmes, in-

company 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 equippingmanagers 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 havetaken part in a Self Managed Learning programme either for a qualification (MBA or MSc atRoffey Park) or as a dedicated in-company programme.

Valerie Garrow Self Managed Learning - Page 1


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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-directedlearning 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 byCunningham 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 heaccuses 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 thatacademic 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 traditionalway. 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 responsibilitywhereby 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 thecombination 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 becomingfamiliar 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 andcareer 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)

art-up

event

Set

Meeting

Workshop

(Optional)

Set

Meeting

Set

Meeting

Set

Meeting

Workshop

(Optional)

Set

Meeting

Individual work

Information Processing:

Dialogue with

Manager

Mentor

Self Managed Learning Programme

Key activities

Phase 1 (30%) Phase 2 (70%)

Work on Individual

Contract goals

Final

Assessment

Development of

Learning Contract

Agreement of learning Contract

What

How

Evidence criteria

Information Gathering:

Mapping the Context of the

Programme

Diagnostic Activities

Career Goals

Organisation Strategy/culture

art-up

event

art-up

event

Set

Meeting

Set

Meeting

Workshop

(Optional)

Workshop

(Optional)

Set

Meeting

Set

Meeting

Set

Meeting

Workshop

(Optional)

Set

Meeting

Individual work

Information Processing:

Dialogue with

Manager

Mentor

Self Managed Learning Programme

Key activities

Phase 1 (30%) Phase 2 (70%)

Work on Individual

Contract goals

Final

Assessment

Development of

Learning Contract

Agreement of learning Contract

What

How

Evidence criteria

Information Gathering:

Mapping the Context of the

Programme

Diagnostic Activities

Career Goals

Organisation Strategy/culture

StStSt



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Structure without Structure

It is often thought that SML is an unstructuredway 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, mappingthe 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 ownand their organisations needs. This is the element of fluidity that Bird describes.

The Self Managed LearningGlassFl

uidi

ty

Transparency Strength

Choices

Accessibility

Decisions

Assessment

Open to individual

and organisation

Learning

Contract

MappingAssessment

Sets and

Set Advisor

SML as an Approach to Learning

SML is concerned with process rather than content. A key benefit is claimed to bethe 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 andidentify 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 oflife 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 constantlyanticipating, 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 withwhich 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. Theinsert 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 anindividuals 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 agreementand assessment ensure a strong basis for continued learning. The ability to negotiatewithout 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 promotesteamworking 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 forself-fulfilment, namely, to the tendency for him to become actualised in what he is potentially thedesire 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 learnand 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 thesame 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 arerecognised as equally important. It fosters autonomy, personal responsibility and self-

reliance (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 withothers 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 psychologyliterature and is also included in Goldmans (1996) definition of emotional intelligence. He

writes, Emotional intelligence includes self-awareness and social deftness qualities that markpeople who excel: whose relationships flourish, who are stars in the workplace. Part of theemergence 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, setassessment, 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 tolearn.



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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 orcolleagues 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 becomegenerally 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 individualmanagers 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 someof 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 adifficult 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 resourcesidentified by various organisations were:

Shell used:

a visit to British Airways High Flyers Programme which was based on the sameprinciples

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 atschool 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 requiresthe 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 immediatechanges. 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 theseneed 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 stageand 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 theapproach 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 inidentifying 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 ofindividuals 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 usecolleagues 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 atraining 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 ownpreferences, 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 appropriateresources 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 thatit 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 surveyincluded 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 respondentdescribes 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 makingrecommendations. 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 strategicallyabout 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 theoperational 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 toreflect 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 ofrespondents 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 giveinsightful 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 thelearning 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 grouplearning 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 theorganisation.

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 theirexperience 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 situationsat 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 anotherrespondent:

I try to find time for reflection to capture the learning. I am more analytical. I look at theprocess 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 textbooks 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 percentageact 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 thisbefore

Examples of other relationships developed as a result of an SML programme include: roles inthe community; membership of a Consortium; retaining links with ex-colleagues andprofessional 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 learningbudget 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%; coachingby senior managers 44%; workshops or activities arranged by the organisation 36%; work

experience or secondments to other departments 33% and formal development centres21%.

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 fromthe data and recorded in full in Appendix 2. The key benefits identified fell into the following

categories:

Self-Reliance/Self-Awareness

Building RelationshipsDealing with Ambiguity

Knowing how to Learn

Understanding

Meeting Challenges

New Approach to LifeEnjoyment 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 totranslate this immediately into the work environment is superb.

In some cases people experienced a transformational change and one describes anirreversible 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 ofmaturity. 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. Theheading 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. Onerespondent 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 ofwalking 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 emotionaldemands 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 self-

discipline 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 tomanage 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-determinedreading list.

Several participants describe the SML approach as a painful or uncomfortable experiencewhich 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 theirorganisation 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 ManagerBetter Relationships with Others

Challenge to the Organisation

Introducing New IdeasBetter 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 describeincreased 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 themselvesand 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 situationwhere 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 orcontributing 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 managementdevelopment. In todays less hierarchical organisations where the new psychologicalcontract 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 buildrelationships, 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 RatingAgreement: 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 ReviewVol 7 No 5 pp3-6

Cunningham, I (1995) Extending Knowledge in Management Development - the Case of SelfManaged 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 Bloomsbury

Paperbacks

Maslow, A. (1943) A Theory of Human Motivation. Psychological Review, vol. 50, no 4 pp370-96

Ross, J (1997) How was it for you? Exploring the Learners Experience of SML An unpublishedMSc 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 tohear 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 % YES NO

I enjoy learning new skills and ideas 100

I am aware of my own learning preferences/style 99

I enjoy researching issues in depth at work and in other contexts 78

I do not have time to learn new things at work 72

I enjoy reading books/articles/reports 82

I find it easy to identify appropriate resources to solve problems 66

I prefer traditional taught methods of learning e.g. lectures 94

I enjoy coping with ambiguity 69

I find it difficult to learn without a clear context being provided 73

I learn better from experience than from a training course 79

I view change at work as a learning opportunity 99

I often use colleagues as a source of information 94

I enjoy being involved in the development of other people 96

I found the SML approach easy to adopt 60

I found it easy to develop a learning contract 51

I apply SML principles to other areas of my life outside work 82



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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 NO

The opinions of employees are valued in my organisation 62

It is difficult to find time for self-development in my organisation 71

Self-development is encouraged in my organisation 68 For example:

Section 2 (continued) YES NO

Learning/development is rewarded in my organisation 61e.g.

Employees are encouraged to learn/develop new skills at work 82 e.g.

My organisation provides facilities to learn 73 e.g.

There are opportunities to apply new learning in my organisation 70 e.g.

Section 3 - About your SML programme

YES NO

There is a current SML programme in my organisation 15 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:

How were the programme participants selected:



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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 74

e.g..

I am able to identify resources and learning aids more readily 71

e.g.

My general management skills have improved 76

e.g.

I think more strategically about the future direction of the organisation 82

e.g.

I am involved in the development of other people 84

e.g.

I find that choosing my own areas of learning is very motivating 79

e.g.

I use all situations at work as learning experiences 64

e.g.

I am able to contribute directly to organisational strategy 55

e.g.

I am more effective in learning/working with others 70

e.g.

I seek out opportunities to add value to the organisation 70

e.g.

I am able to identify my own learning needs more readily 80e.g.



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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 42

I seek feedback from colleagues 83

I am involved in coaching/mentoring a subordinate 42

I am a member of a learning set 52

Section 5 (continued)

I am a member of an external network 55

I am a better team player at work 57

I find opportunities to share my learning with others 68Please 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 92

A formal development centre 21

Work experience/ secondments to other departments 33

Visits to other organisations 67

Formal training programmes 57

Involvement of top managers in coaching or development 44

Projects 69

Workshops/activities arranged by the organisation 36Please give examples of other resources:



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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? 85

Mapping the territory 86

Developing a learning contract 85

Membership of a learning set 92

Facilitation by a set adviser 83

Use of a learning budget to buy appropriate resources 55

Learning immediately useful back in the workplace 73Development of self-assessment skills 83

Joint assessment with the set, adviser and individual 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:



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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, RoffeyPark 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 pleaseenclose a business card.



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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



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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 totranslate 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



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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 myassumptions 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 spendingsyndrome!. 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



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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 takeresponsibility of own learning, less direction, more self direction

Not understanding where to start, determining the learning contract given I am notemployed 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 thisshould 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 inter-

related

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



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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 forthose around me

Treating everything as intellectual issues inappropriate and only 3 or 4 years aftercompleting 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 mefloundering 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



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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 theorganisation

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



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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 andencouraging 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 isprepared 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



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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, non-

benefits have been related to time spent on residential, set meetings, etc

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