Research suggests that learning at work involves needless psychological distress among managers. It is proposed that management educators make it a priority to equip managers to adopt better learning practices. A picture of learning practices at work that promise to be “emotionally better”...

Argues that the ways in which managers learn experientially are unnecessarily painful and will remain so without significant change in the shape and patterning of organizations and the wider socioeconomic infrastructure. First identifies distinct sets of experiential learning patterns from...

This article develops a research agenda, the aim of which is to cast light on how managers, during their everyday working lives, develop and change their own understandings of ethical practice. The ultimate purpose of the proposed research would be to inform how, within formal management...

This paper is the first of five based on research carried out in the Centre for the Study of Management Learning at University of Lancaster. It concentrates on the relationships between tutors and learners and the facilitating strategies of tutors, and the effect of these on learners' feelings...

The first paper in this series explored the effects of the tor‐learner relationship on learners' feelings, learning and interest during management learning events.

This is the third part of a five‐part series, based on research done on live sessions in which management teachers and trainers were interacting with groups of learners.

This is the fourth part of a five‐part series, based on research done on 17 live sessions in which management teachers and trainers were interacting with groups of learners. Parts 3, 4 and 5 are all concerned with “facilitating behaviour” (defined more fully in Part 3). This behaviour was...

In previous parts of this series, we have examined the behaviour used by tutors to facilitate learning when involved in giving inputs or leading discussions. In this paper, we concentrate on those sessions where the tutor's interventions followed some form of task activity by the learners, e.g....

Argues that the ways in which managers learn experientially are unnecessarily painful and will remain so without significant change in the shape and patterning of organizations and the wider socioeconomic infrastructure. First identifies distinct sets of experiential learning patterns from...