A conceptual framework for understanding the learning processes integral to the development of responsible management practice

IF 2.5 Q3 MANAGEMENT JOURNAL OF MANAGEMENT DEVELOPMENT Pub Date : 2023-02-27 DOI:10.1108/jmd-07-2022-0181
Louise Preget
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Abstract

PurposeThis paper aims to examines responsible management (RM) practice and the learning processes that underpin its development. It presents a conceptual framework to highlight the relationship between the learning experience of the individual and their capacity to develop responsible practice.Design/methodology/approachThis conceptual paper synthesises knowledge from studies of how managers learn for ethical and responsible practice. A scoping review of peer-reviewed academic papers was conducted using key search terms that included “responsible management learning” (RML), “ethics”, “Human Resource Development (HRD)”, “responsible management (RM)”, “responsible leadership (RL)” and “work-based learning”. Analysis resulted in development of a conceptual framework of RML processes.FindingsThe review of studies concerned with how individuals learn to manage “responsibly” identified a range of learning processes that are necessary for the development of responsible practice. These learning processes are presented in a conceptual model that offers insights for the design of HRD interventions. Learning for responsible practice is presented as occurring in learning spaces where the learner/manager experiences a combination of learning processes. These are found to include situated, social and experiential learning that is “transformative”, potentially “troublesome” and “reflexive” such that learners develop responsible values and practices.Research limitations/implicationsThe paper contributes to the field of management development by focussing on the intersection between what is known about how individuals learn for ethical and responsible practice and the implications for work-based learning pedagogies. The paper will be of interest to HRD professionals tasked with fostering a responsible and ethical culture within organisations.Practical implicationsFor HRD practitioners, this paper highlights the importance of work-based learning intervention design. What is suggested is that not all HRD interventions are likely to provide the learning conditions required for the development of “responsible practice”. A review of research into RML points to the need for interventions that offer a deep, personal, situated and transformative learning experience. There are organisational implications that arise from the type of learning found to develop responsible practice. For example, facilitating managers skills and awareness of how they learn such as: developing reflective practices and supporting developmental/collaborative networks that examine existing workplace practices. HRD professionals will need to recognise the need to support individual's learning for responsible practice given that it may entail questioning existing practice, and confronting troublesome knowledge, such as recognising where areas of irresponsibility exist. This may have implications for wider HR practices such as line management support, reward and performance management.Originality/valueThe paper contributes to the field of management development by focussing on the intersection between what is known about how individuals learn for ethical and responsible practice and the implications for work-based learning pedagogies. The paper will be of interest to HRD professionals tasked with fostering a responsible and ethical culture within organisations.
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一个概念框架,用于理解学习过程中不可或缺的负责任的管理实践的发展
目的本文旨在探讨责任管理(RM)的实践和学习过程,巩固其发展。它提出了一个概念框架,以突出个人的学习经验和他们发展负责任的实践能力之间的关系。设计/方法/途径这篇概念性论文综合了管理者如何学习道德和负责任的实践的研究知识。对同行评议的学术论文进行了范围审查,关键词包括“负责任的管理学习”、“道德”、“人力资源开发”、“负责任的管理”、“负责任的领导”和“基于工作的学习”。分析的结果是开发了RML过程的概念框架。关于个人如何学会“负责任地”管理的研究综述确定了一系列学习过程,这些过程对于发展负责任的实践是必要的。这些学习过程以概念模型的形式呈现,为人力资源开发干预措施的设计提供了见解。负责任实践的学习是在学习者/管理者经历学习过程组合的学习空间中出现的。这些被发现包括情境学习、社会学习和体验学习,这些学习具有“变革性”、潜在的“麻烦”和“反身性”,从而使学习者发展负责任的价值观和实践。研究局限/启示本文通过关注个人如何学习道德和负责任的实践与基于工作的学习教学法的含义之间的交叉点,为管理发展领域做出了贡献。负责在组织内培养负责任和道德文化的人力资源开发专业人员将对该文件感兴趣。对于人力资源开发从业者,本文强调了基于工作的学习干预设计的重要性。所建议的是,并非所有人力资源开发干预都可能提供发展“负责任的做法”所需的学习条件。对RML研究的回顾指出,有必要采取干预措施,提供深刻的、个性化的、情境化的、变革性的学习体验。开发负责任实践的学习类型对组织产生影响。例如,促进管理人员的技能和对他们如何学习的认识,例如:开发反思实践并支持检查现有工作场所实践的发展/协作网络。人力资源开发专业人员需要认识到支持个人学习负责任的实践的必要性,因为这可能需要质疑现有的实践,并面对棘手的知识,例如认识到存在不负责任的领域。这可能会对更广泛的人力资源实践产生影响,如直线管理支持、奖励和绩效管理。原创性/价值本文通过关注个人如何学习道德和负责任的实践与基于工作的学习教学法的含义之间的交叉点,为管理发展领域做出了贡献。负责在组织内培养负责任和道德文化的人力资源开发专业人员将对该文件感兴趣。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
CiteScore
7.00
自引率
9.70%
发文量
28
期刊介绍: ■Competence-based management development ■Developing leadership skills ■Developing women for management ■Global management ■The new technology of management development The Journal of Management Development draws together the thinking and research relating to the role played by managers in their immediate environment, and the ways in which they can widen their responsibilities to take on larger roles. Many companies now appreciate that investment in management development helps to reduce costs, increase sales and improve productivity - so it"s well worth investigating.
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