Management Learning introduces the context and history of management learning and offers a critical framework within which the key debates can be understood. The book also provides an incisive discussion of the values and purpose inherent in the practice and theory of management learning, and charts the diverse external factors influencing and directing the processes of learning. The volume concludes with a look forward towards the future reconstruction of the field.

Problematic Premises, Presumptions, Presuppositions and Practices in Management Education and Training

Problematic premises, presumptions, presuppositions and practices in management education and training
IanCunningham and GrahamDawes

Organized management learning operates under various labels such as those of ‘education’, ‘training’, and ‘development’. The focus of this chapter is management learning organized into time-bounded, structured courses or programmes. These may be long and qualification-based, as are MBAs, or short and topic-focused, like one-day workshops.

It is clear that such activities are different from other learning arenas used by managers. Our research (Dawes et al., 1996) indicates that most of what managers learn about managing does not come from such programmes. They learn most from their day-to-day work, from colleagues, from observing other managers, and from sundry life experiences (e.g., travel). Nonetheless, ...

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