Managers Learn Better from Experience or Theory - Essay Example

? U58002 Introduction to Management work Individual essay Module leader: Debbie Witney My Safa Al Saleh Word Count 475 Managers Learn Better Through Experience. Theory Has Nothing to Offer Introduction The essence of the paper lies in the argument whether managers learn better from experience or theories play an important role. In today’s competitive world where managers are always under pressure to perform and achieve greater heights, it is of paramount importance that managers have some prior experience in a similar field of work so that they are better equipped to handle things around confidently. Hence, management development programmes are conducted by organisations to update the managers on any new managerial behaviour. In the competitive environment managers often have to face difficult situations in the workplace. To handle such kind of situations, it is extremely important for the manager to have sufficient knowledge backed by theories and prior experience behind him. But in the most difficult situation, bookish knowledge will help to some extent and practical experience and instincts of managers will become more effective in handling the situation with utmost care. But the importance of theory cannot be underestimated since it is the theory that will show the path for the manager, and the experience will pave the path. An organisation also needs to look at educating the present managers. It is expected that whatever may be their formal education requirement, it will not be able to meet the job demands during their tenure in the organisation. Hence, providing continuing education for the managers is important. Learning by doing matters for professional investors. Most of the organisations today believe in ELT, or experimental learning theory, which has been the foundation of management learning over the years. It has been seen that there have been improvements in the efficiency of the output produced from the existing technologies, though the inputs remain the same. It shows that inputs are an important determinant of total productivity. So the organisations have started realising that ‘on-the-job-training’, or learning by doing, is as important as formal education received, which forms the base of human capital. Discussion Every practice by managers is based on theory itself. Management theory gives an overall view of managers’ role and the competencies which the managers need. It acts as a guide to understand the process to help the managers learn (Mailick and Stumpf, 1998). But management practice is more specifically concerned with task selection and performance delivery, which defines the manager’s contribution to the organisation. Management practice basically utilises management theory to help managers determine the process which they need to follow in specific situations (Bell and Goldsmith, 2013). Every manager has their own way of handling things, which they might feel is the optimal and efficient one. But the real world does not go by that logic. It is only when they are faced with real world solutions that they realise that they need to change their strategy to come out with new solutions (Levitt, List and Syverson, 2013). For example, a sales manager must be able to handle the team under their leadership. Team dynamics is the most important factor which they cannot neglect. Team dynamics will vary with the composition of members in it. Each team has to be handled differently. Experiential learning theory (ELT) gives a holistic model of the learning process. Learning is best viewed as a process, not as an outcome. Hence, improving the performance of managers by engaging them will enhance their learning and performance. All learning is re-learning. It is a process through which the manager’s beliefs and ideas about a topic can be examined, applied and integrated to form more new refined ideas. Learning is a holistic process of adaptation. It involves the integrated functioning of thinking, perceiving, feeling and behaving apart from cognition. Learning is the result of synergetic transactions between the person and the environment. Learning is the process of creating knowledge (Moon, 2013). The Cycle of Experiential Learning According to ELT, learning is the process where knowledge is created by the transformation of experience. Knowledge is the result of the combination of grasping and transformation of experience. It consists of two related grasping experiences: concrete experience (CE) and abstract conceptualisation (AC), and two modes of transforming practices: reflective observation (RO) and active experimentation (AE). Experimental learning is the process of creating knowledge among these four learning modes, which are responsive to contextual demands (A. Kolb and D. Kolb, 2002). It helps the managers to touch all the bases such as reflecting, experiencing, thinking and acting. It is a recursive process that responds to a learning situation and what is being learnt. These implications can be actively tested, and act as guides for creating new experiences (Leberman, McDonald and Doyle, 2006). In the concrete experience stage, the managers physically experience practical situations. This experience forms the basis of observation and reflection through which they get to know whether their actions are working or not (reflective observation), so that they can improve in the next attempt of taking actions in a similar situation (abstract conceptualisation). Now every new attempt to take a similar action in a similar situation will make them more informed through previous experience and reflection (active experimentation). Theories of John Dewey According to this theory, experience is the principal entity for all learning, and it emphasises the importance of the lifelong learning process. It postulates that learning will be most effective when it is done through hands-on experience. Another argument is that adult learning will not be effective unless the learner accepts the change in behaviour as a desirable feature. Subject to this theory there are three phases of the learning process where experience is the starting phase followed by reviewing and generalising the experience. The third phase is practicing the generalisation. These three phases lead to formation of a new cycle of experiences. Learning will be most effective when the content will be seen by managers as satisfactory to their needs. The essence of natural learning is making a connection between the action and its consequences. New learning must never be inconsistent with past learning and experience, and new learning must motivate the employees to warrant for change (Chen, 2006). Theories of Kurt Lewin According to this theory, behaviour is a function of a person’s experience and learning venue. Based on this model, learning takes place when experience is analysed to provide new insights. Learning is gained through observation, feedback and reflection. There is a five-element cycle consisting of abstraction, concrete implication, experience, observation feedback, and reflection. The last element – reflection – leads to reinforcement of learnt behaviour and a higher level of abstraction. Lewin proposed that learning requires one to go through the entire cycle, with learning taking place at each stage. The cycle can, though, start at any stage. Validation and reinforcement of learning will take place after completion of the next stage. But the ability to apply action is usually gained after the experience stage. Learning is then reinforced as one move through the observation, feedback and reflection stages. According to Lewin, change can be accomplished through successive learning experiences (Grippen, 2007). The Theories of Malcolm Knowles Knowles made a distinction between adults and young learners. He used the term ‘andragogy’ for adult learning theory and ‘pedagogy’ for children. Pedagogy uses passive learning approaches and simplified models (Powell, 2010). Pedagogy assumes that the learners have little experience to challenge whatever is taught to them. Hence, it is the level of experience and not the age that determines learning. It shows why most of the adults are not efficient or effective passive learners. According to Knowles, there is a four-element cycle for adult learning like Concrete experience, analysis of experience, derivation of explanatory concepts and models and concrete experience to test the models. Knowles derived four axes to analyse adult learners which are self-direction, experience, readiness to learn and apply and problem solving. Pursuant to this theory, the effectiveness of a management development programme depends on the values along the axes. Learning is based upon the use of the employee’s past experience and motivation to learn and the ability to solve problems. It is the andragogical theory that has contributed more greatly to the management development theory (Jarvis, Holford and Griffin, 2003). Conclusion Conclusively the thesis statement can be re-stated as managers do learn better from experience and the theories discussed above supports this statement. Learning theory is a general guide to design the processes which managers can learn and apply at their workplace. A theory is a useful invention, but it is a figment of imagination which can give partial explanation. Theory should be used cautiously and tested in the market. Importance should be attached to both learning theory and management theory. Each manager has their unique characteristics in handling a situation based upon their leaning. Learning is most effective when it is aligned with individual learning styles. An important task for an organisation is to correlate the theories of learning to the role of management. It has been seen that the experienced workers are better problem solvers because they have the capability to view the big picture. It is only through experience that they can suggest out-of-context tools for innovative use. Not every manager can possess this skill, but through experience they can easily deal with managerial problems effectively. Experienced workers foster work ethics that enhances the corporate values of any organisation. They can act as mentors to young hires and help to build a dynamic work team more easily. References Bell, C. and Goldsmith, M. (2013). Managers as Mentors: Building Partnerships for Learning. San Francisco: Berrett-Koehler Publishers. Chen, P. (2006). John Dewey on Theory of Learning and Inquiry: The Scientific Method and Subject Matter. New York: University of Illinois at Urbana-Champaign. Grippen, M. (2007). From Lethargy to Leadership: The Effect of a Teacher-driven Professional Learning Community as Change Agent for Improving Staff Morale and School Culture. Ann Arbor: ProQuest. Jarvis, P., Holford, J. and Griffin, C. (2003). The Theory and Practice of Learning. London: Routledge. Kolb, A. and Kolb, D. (2002). Experiential Learning Theory: A Dynamic, Holistic Approach to Management Learning, Education and Development. [pdf]. Available at: http://weatherhead.case.edu/departments/organizational-behavior/workingpapers/wp-07-02.pdf. [Accessed on 9th November 2013]. Leberman, S., McDonald, L. and Doyle S. (2006). The Transfer of Learning: Participants' Perspectives of Adult Education and Training. Hampshire: Gower Publishing, Ltd. Levitt, S., List, J. and Syverson, C. (2013). Toward an Understanding of Learning by Doing: Evidence from an Automobile Assembly Plant. [pdf]. Available at: http://home.uchicago.edu/syverson/learningbydoing.pdf. [Accessed on 9th November 2013]. Mailick, S. and Stumpf S. (1998). Learning Theory in the Practice of Management Development: Evolution and Applications. Connecticut: Greenwood Publishing Group. Moon, J. (2013). A Handbook of Reflective and Experiential Learning: Theory and Practice. New York: Routledge. Powell, W. (2010). Management Experience Acquired: Necessary Skills for Successfully Managing Any Employee. Austin: BookPros, LLC. Read More