Escolar Documentos
Profissional Documentos
Cultura Documentos
Report prepared by
Valerie Garrow
July 1998
Contents
Page
2
2
7
Survey Results
10
10
10
10
13
13
13
14
15
Conclusion
17
References
18
Appendix 1
The Survey
19
Appendix 2
25
30
Appendix 3
28
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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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
Phase 2 (70%)
Key activities
Development of
Learning Contract
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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Transparency
d
ui
it y
Strength
Open to individual
and organisation
Decisions
Assessment
Assessment
Sets and
Set Advisor
Choices
Accessibility
Mapping
Learning
Contract
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).
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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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.
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
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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.
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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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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Bloomsbury
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APPENDIX 1
YES
100
99
78
82
66
69
79
99
94
96
60
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NO
72
94
73
51
82
NO
62
71
68
YES
NO
61
82
73
70
NO
15
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74
e.g..
71
76
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
e.g.
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80
42
83
42
52
Section 5 (continued)
I am a member of an external network
I am a better team player at work
55
57
68
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92
21
33
67
57
44
69
36
85
86
85
92
83
55
73
83
82
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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.
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APPENDIX 2
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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
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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
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APPENDIX 3
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
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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
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