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A New Strategy for Practical Management Education

A New Strategy for Practical Management Education Management Education Pat Joynt comes from to the analysis, because the Introduction models of administration. This in turn led to sheer diversity presents problems, not only the fourth stage, which was an introduction One of the most dynamic areas in for the participant who is interested in re­ to the contingency theory of administration management is management education. The lating learning to his own organisation, but which is the focus of many of the newer most interesting aspect of this is that no to the teacher who must somehow syn- management textbooks. particular school of thought has won the thesise and compromise to make the course battle on what is the best education strategy. relevant Conclusions This article attempts to look at management Not only are there contingency models for education from the viewpoint of the practis­ The learning process administration, but there are contingency ing manager. He brings with him not only his An attempt can now be made to illustrate models for learning. The practising manager past learning habits which often require a how the above constraints produced a rather does not have the same learning habits as a difficult 'return to the books', but also his unique approach to teaching management to young student. Equally, the young student work situation which in many respects is practising adult managers. Accepting that a does not have the practical experience to unique. Disappointment can be caused by a manager's everyday life often involves less draw on in his learning. The above strate­ poor exam result, irrelevant book material, abstract types of reading, a questionnaire gies represent an attempt to integrate both the teacher not being acquainted with real interview guide was created. This eliminated student and practitioner in research that is life, or the night course taking too much time much of the abstractness from management mutually beneficial. from a growing family. concepts by 'operationalising' them. An In the Scandinavian countries, the These frustrations often lead the manage­ attempt was made to use 'operations' pre­ emphasis on adult education has been given ment education institutions towards the viously used in other research. much support in recent years both by the adoption of an easier way for their practical The next step involved a basic intro­ governments involved and by business inter­ middle-aged student, involving a social exer­ duction of the questionnaire by teaching a ests. This area of the world has one of the cise rather than a textbook exam. The short research-oriented course to the highest labour costs, and it is essential, first following is a summarised version of a new managers involved. No textbook was used, that management education be made avail­ method of teaching behavioural manage- able, and second that it fits this complex but each two-hour session was reviewed on a ment, using those traits which adults are society. The strategy reviewed in this synopsis one- or two-page handout The main con­ strongest in, and eliminating most of the cepts covered were: is one of making a researcher out of the traits adults are weakest in. practising manager. Hopefully, the result is a Theory and the research process learning experience on the complexities of Teacher and manager Operationalisation administration. The best way to begin is probably with the Types of scales In the final analysis, it suggests that the trait of reading. Adult managers do not lose Basic experimental designs manager himself must define his world. the habit of reading since this is often one of Sampling design Neither the teacher nor the textbook can do the key elements of their job, but they may Techniques for analysis of variables this. The teacher's role thus becomes one of lose the habit of textbook reading for a Collection of data teaching the research process as well as variety of reasons. Analysis of data assisting in the definition of key administra­ Let us now add the typical management Preparing a research report tion concepts. teacher to the scene. He or she is frequently young, well-educated, involved in research, With questionnaire/interview guide in The author is on the staff of the Oslo hand and a basic knowledge of research, the Institute of Business Administration. Full and often has little practical management ex­ practical management student was ready for details of his teaching strategy and question­ perience. His world centres on concepts like the next step which is probably the most naires can be obtained by writing for external and internal environment, moti­ critical one. The task involved writing a 15- Working Papers 7679, 77/4, and 77/12 to vation, technology, job design, innovation, satisfaction, decision-making and productiv­ to 20-page report based on questionnaire the Oslo Institute of Business Administration, ity. This jargon is often very different from and/or interview results obtained from a Frysjaveien 33c, Boks 12, Oslo 8, Norway. sample of between 20 to 40 participants in that used by practising managers, and the the manager's organisation. frustration of the teacher lies in wanting to give understanding of concepts, but stumbl­ The practising manager was now under­ ing on communication problems. His desire taking a research project and experiencing is to use the management research journals, all the problems, frustrations, and com­ of which there are many, and one limitation promises associated with this process. This is the traditional management textbook phase of the programme took two to three which often compromises research results. months and the end result was a research An alternative to this reading problem is the report. use of case study method, but the problem The report consisted of three sections. In here again is one of relevance, and the need the first section, the manager was en­ for considerable academic resources to pre­ couraged to review his organisation using pare good case studies. contextual theory as a background. The next section was essentially a methods section. The two main participants in the learning process have been introduced, and we have Here the manager reported on how a briefly mentioned some of the frustrations random sample was selected, and if not, the they may have in terms of ideal expecta­ compromises made. The third stage involved tions. A further complication arises when use of a data bank at the Oslo Institute of Business and this bank was used to generate one adds the organisation the participant http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Management Research News Emerald Publishing

A New Strategy for Practical Management Education

Joynt, Pat
Management Research News , Volume 1 (4): 1 – Apr 1, 1978
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Publisher
Emerald Publishing
Copyright
Copyright © Emerald Group Publishing Limited
ISSN
0140-9174
DOI
10.1108/eb027709
Publisher site
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Abstract

Management Education Pat Joynt comes from to the analysis, because the Introduction models of administration. This in turn led to sheer diversity presents problems, not only the fourth stage, which was an introduction One of the most dynamic areas in for the participant who is interested in re­ to the contingency theory of administration management is management education. The lating learning to his own organisation, but which is the focus of many of the newer most interesting aspect of this is that no to the teacher who must somehow syn- management textbooks. particular school of thought has won the thesise and compromise to make the course battle on what is the best education strategy. relevant Conclusions This article attempts to look at management Not only are there contingency models for education from the viewpoint of the practis­ The learning process administration, but there are contingency ing manager. He brings with him not only his An attempt can now be made to illustrate models for learning. The practising manager past learning habits which often require a how the above constraints produced a rather does not have the same learning habits as a difficult 'return to the books', but also his unique approach to teaching management to young student. Equally, the young student work situation which in many respects is practising adult managers. Accepting that a does not have the practical experience to unique. Disappointment can be caused by a manager's everyday life often involves less draw on in his learning. The above strate­ poor exam result, irrelevant book material, abstract types of reading, a questionnaire gies represent an attempt to integrate both the teacher not being acquainted with real interview guide was created. This eliminated student and practitioner in research that is life, or the night course taking too much time much of the abstractness from management mutually beneficial. from a growing family. concepts by 'operationalising' them. An In the Scandinavian countries, the These frustrations often lead the manage­ attempt was made to use 'operations' pre­ emphasis on adult education has been given ment education institutions towards the viously used in other research. much support in recent years both by the adoption of an easier way for their practical The next step involved a basic intro­ governments involved and by business inter­ middle-aged student, involving a social exer­ duction of the questionnaire by teaching a ests. This area of the world has one of the cise rather than a textbook exam. The short research-oriented course to the highest labour costs, and it is essential, first following is a summarised version of a new managers involved. No textbook was used, that management education be made avail­ method of teaching behavioural manage- able, and second that it fits this complex but each two-hour session was reviewed on a ment, using those traits which adults are society. The strategy reviewed in this synopsis one- or two-page handout The main con­ strongest in, and eliminating most of the cepts covered were: is one of making a researcher out of the traits adults are weakest in. practising manager. Hopefully, the result is a Theory and the research process learning experience on the complexities of Teacher and manager Operationalisation administration. The best way to begin is probably with the Types of scales In the final analysis, it suggests that the trait of reading. Adult managers do not lose Basic experimental designs manager himself must define his world. the habit of reading since this is often one of Sampling design Neither the teacher nor the textbook can do the key elements of their job, but they may Techniques for analysis of variables this. The teacher's role thus becomes one of lose the habit of textbook reading for a Collection of data teaching the research process as well as variety of reasons. Analysis of data assisting in the definition of key administra­ Let us now add the typical management Preparing a research report tion concepts. teacher to the scene. He or she is frequently young, well-educated, involved in research, With questionnaire/interview guide in The author is on the staff of the Oslo hand and a basic knowledge of research, the Institute of Business Administration. Full and often has little practical management ex­ practical management student was ready for details of his teaching strategy and question­ perience. His world centres on concepts like the next step which is probably the most naires can be obtained by writing for external and internal environment, moti­ critical one. The task involved writing a 15- Working Papers 7679, 77/4, and 77/12 to vation, technology, job design, innovation, satisfaction, decision-making and productiv­ to 20-page report based on questionnaire the Oslo Institute of Business Administration, ity. This jargon is often very different from and/or interview results obtained from a Frysjaveien 33c, Boks 12, Oslo 8, Norway. sample of between 20 to 40 participants in that used by practising managers, and the the manager's organisation. frustration of the teacher lies in wanting to give understanding of concepts, but stumbl­ The practising manager was now under­ ing on communication problems. His desire taking a research project and experiencing is to use the management research journals, all the problems, frustrations, and com­ of which there are many, and one limitation promises associated with this process. This is the traditional management textbook phase of the programme took two to three which often compromises research results. months and the end result was a research An alternative to this reading problem is the report. use of case study method, but the problem The report consisted of three sections. In here again is one of relevance, and the need the first section, the manager was en­ for considerable academic resources to pre­ couraged to review his organisation using pare good case studies. contextual theory as a background. The next section was essentially a methods section. The two main participants in the learning process have been introduced, and we have Here the manager reported on how a briefly mentioned some of the frustrations random sample was selected, and if not, the they may have in terms of ideal expecta­ compromises made. The third stage involved tions. A further complication arises when use of a data bank at the Oslo Institute of Business and this bank was used to generate one adds the organisation the participant

Journal

Management Research News – Emerald Publishing

Published: Apr 1, 1978

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