The Work of a CUNY Law Student: Simulation and the Experiential Learning Process
In: Vanessa Merton, The Work of a CUNY Law Student: Simulation and the Experiential Learning Process, 37 UCLA L. Rev. 1195 (1990)
In: Vanessa Merton, The Work of a CUNY Law Student: Simulation and the Experiential Learning Process, 37 UCLA L. Rev. 1195 (1990)
SSRN
In: Peace & change: PC ; a journal of peace research, Band 15, Heft 3, S. 312-330
ISSN: 1468-0130
In: Public administration and development: the international journal of management research and practice, Band 9, Heft Jan-Mar 89
ISSN: 0271-2075
In: Public administration and development: the international journal of management research and practice, Band 9, Heft 1, S. 1-16
ISSN: 1099-162X
AbstractThe theme of learning from experience as a means of improving the effectiveness of rural development projects and programmers has been common in recent years. Considerable effort has been put into refining, monitoring and evaluation systems to enhance organizational learning processes. However, an emphasis on normative approaches to evaluation and learning from experience has led to the neglect of research into the actual processes by which rural development agencies utilize experience. The case study presented here points to the shortcomings of such approaches and illustrates the partisan manner in which individuals and organizations treat the lessons of experience. Actively 'not learning from experience' is as much a part of organizational processes as learning from experience. This paper examines the implications of this finding and reviews alternative approaches to improving experiential learning in rural development activities. It is found that such a perspective does not generate the innocuous technical prescriptions characteristic of conventional approaches, but a number of useful directions for further research can be identified.
In: Public personnel management, Band 18, Heft 1, S. 101-107
ISSN: 1945-7421
Competence has been defined as "the ability to meet or surpass prevailing standards of adequacy for a particular activity" (Butler, 1978 p.7). The authors describe in this article a framework for competency-based training, focused on the importance of training the public personnelist responsible for implementing staff development programs. Kolb's (1984) experiential learning model is suggested as a vehicle for instilling competencies which overcomes difficulties with many traditional, single modality approaches to training. The implications for public sector training programs are discussed.
In: Revue française d'administration publique, Band 51, Heft 1, S. 57-62
The Role of Management Development in Public Service Modernisation.
The eighties saw the development of certain dominant models of management, where the emphasis was on tightening up control systems and forcing through cost reduction programmes. Public management for the 1990's needs to go beyond the mechanistic model of "management by direction" and develop "management by design" as the dominant learning model. Designing the circumstances under which personal initiative and talent can flourish to produce a high level of performance, is the challenge now facing public management. Taking personal responsibility for the performance of the organisation raises a number of problematic issues such as leadership, cultural change, legitimacy of the pro-active public manager, and the significance of experiential learning in transformational management development.