Management Education for Organization Development

Chapter Overview

This chapter concerns applications of PALAR for professional and action leadership development of managers, senior executives and organizations in industry, government and within communities. I explain how this development can be achieved in a way similar to that in higher education, applying and generating appropriate principles, processes and practices using PALAR. I argue that emancipatory action research is ‘best practice’ for organizational as well as educational change, fostering both organizational learning and the development of the ‘learning organization’ (Senge, 1990). In management education, examples of an MBA undertaken by action learning and of a professional doctorate by explication illustrate how the traditional methods of management education can be improved or replaced by action leadership development of experienced managers and executives using PALAR. I finally develop and discuss a new conceptual model for organizational change and management development, created step by step by combining action research with adaptations of the field theory of Lewin (1951), and a model of managerial interventions for organizational change (Beer et al., 1990). These models are in response to the need for organizations to develop a particular mindset for managing change and bringing about successful renewal or revitalization. The models emphasize a problem-oriented, task-driven action learning organization under action leadership.

We must be the change we wish to see in the world.

Mahatma Gandhi

Appendices

Appendix 2

MBA (Executive) by Action Learning: Course Outlines

Foundation Course

As the title suggests, this course lays the foundation for the whole programme. It introduces the fundamental concepts of action learning, action research, quality management, the high-performing learning organization, global competitiveness and information technology. It also introduces the use of reflection log books and it models the process of action learning, networking and strategic alliances with other experienced managers and organizations.

The residential mode of this course is designed to facilitate team building, networking and strategic alliances among participants and thus model the content of major segments of the programme – practising what we preach. The foundation course is also important for preparing participants for the design, implementation and evaluation of their organization-based action learning projects.

An active approach to learning is encouraged from the beginning of the programme. Assessment is seen as a vehicle for learning. In this foundation course, participants are required to reflect on the following:

• Significant turning points in their careers and the extent to which they have learned from their work experience in the past 5 years and developed as professionals – an assignment of about 1,500 words (30%) to be prepared before the residential;

• Their understanding of the course content in a short-answer examination (40%);

• The implications of their learning outcomes and workshop results from this foundation course for their organization’s change and development – an assignment of about 1,500 words (30%). They will also be encouraged to state their own philosophical adult learning theory and to submit a reflective log on the learning processes during the course.

Strategic Marketing Management and International Business Relations

In this second residential block of 1 week’s duration, participants develop the knowledge, analytical understanding and action-taking competences required by strategic managers and marketers in Australia and overseas. Strategic marketing, and the development of positive networking within an international and global context, are an essential part of successful management and business development.

Teaching methods are based on a combination of programmed learning and questioning insight. Learner-centred techniques include workshops, problem solving, group presentations, discussions, action learning, flexible learning, synergistic exercises, expert groups, nominal group technique, case studies, simulation exercises and projects/reports.

Assessment methods comprise three components:

• There is an individual project report of about 1,500 words (30%). Managers will bring an individual work-related project to the block for discussion and subsequent action. The project will outline a marketing management problem in the candidate’s organization and suggest possible strategies to resolve the problem.

• Class quizzes (40%) based on exercises conducted during the residential block aim to assess the managers’ understanding and insight into strategic marketing in a domestic and international context.

• A group presentation (30%) comprises analysis of an integrative case study of an Australian or international marketing plan developed through the block. This assesses the group’s analytical skills and the ability to work as a team.

Strategic Human Resource Management (HRM)

This off-campus reading course is designed to replace lectures and tutorials by self-study materials and regular meetings of the action learning sets with academic staff on three weekends during the semester.

The content includes alignment of strategy, structure and culture. Design of jobs and roles, strategic roles for HRM managers, industrial democracy, workplace bargaining, equal employment opportunity legislation, human potential and world-class quality, and teamwork are the basic issues, but participants will bring their own emphases.

Self-study materials consist of book references, videos, compiled collection of articles and a workbook. These provide the basis for seminars conducted by academic staff. Managers will select a seminar topic of their choice, relate readings to practical examples, problems, issues and concerns in their organization and prepare questions for discussion.

Assessment methods comprise a seminar presentation (40%) and a seminar essay of about 3,000 words on the same topic (60%).

During the three weekend programmes, managers have the opportunity to discuss the relevance of the readings to their work in the organization, to present their ideas, learn from others and revise their ideas before writing the essay for assessment. The essay includes the manager’s reflections on the whole subject and on personal learning.

Action Learning Project

After the theoretical introduction of the action learning concept and of project design, implementation and evaluation in the foundation course, it is essential that participants actually implement a practical project in an organization, typically their own.

In this project work, participants learn to solve an organizational problem that is significant not only to themselves but also to their organization. They acquire new skills, create new insights and exchange their experience and ideas with fellow executives in regular meetings.

There are six meetings of a half-day’s duration in each semester to provide group supervision of projects, as well as regular meetings in action learning sets of five to six managers with a set advisor whose role is to monitor the progress of the projects. The set advisor is usually available ‘on call’ to discuss projects and provide advice and guidance to associates.

Assessment methods comprise an oral presentation of a progress report (50%) and a written outline of the progress report of about 2,500 words (50%) at the end of the first semester for one semester unit (one SU) for those candidates who wish to exit the course with the Graduate Management Qualification (Executive) award. For continuing candidates who wish to gain two semester units (two SUs) of credit, the assessment methods comprise an oral presentation (25%) and a written outline (25%) of the progress report at the end of the first semester and a final written report of about 5,000 words (50%) at the end of the second semester.

The progress report is a written outline that is explained orally and discussed in the set. The aim is to make use of the feedback from staff and fellow associates for improving the project work and its final presentation. It is a learning experience as well as the result of resolving an organizational problem. Both reports include achievements, problems, limitations and reflections on learning.

Action learning promotes self-critical reflection and advice from critical friends. Therefore, each candidate is required to supply a self-assessment mark and then to ask a set member to provide a peer assessment mark and comments. Both marks will be considered by the supervisor, who then determines the final assessment mark.

Managerial Accounting and Finance

The off-campus reading course introduces associates to the central theme: that management accounting exists within an enterprise to facilitate the development and implementation of business strategy. Management uses the information generated to plan, communicate, develop tactics and maintain control over activities. Relevant foundation material and selected newly emerging technologies will be examined and applied.

This course will be designed to replace lectures and tutorials by self-study materials and meetings with academic staff on three weekends during the semester.

Assessment methods comprise three components:

• 1. A seminar presentation (20%) addressing organizational problems in the context of the areas covered in the prescribed readings.

• 2. A case study of about 1,500 words (30%) linked to issues relevant to the manager’s own organization. During the three weekend programmes, managers have the opportunity to discuss the relevance of the readings to their work in the organization, to present their ideas, learn from others and revise their ideas before submitting the completed case study for assessment. The case study will also include the manager’s reflections on the whole subject and on the process of learning.

• 3. An examination (50%) based on an analysis of accounting technologies using quantitative data.

The High-Performing Organization

This intensive 1-week residential block integrates the inputs and learning of the programme to date and deals explicitly with the concept of the high-performing organization and related topics such as ethics, information technology, organizational learning and development strategies.

All aspects of individual, group and organizational functioning are potentially included in this course, but particularly the question of why some organizations are high performing and many others are not. Many of the previous topics will be revisited but in a way seeking to achieve an integrated and dynamic perspective rather than a fragmented and static mental model.

Assessment methods include the following:

• 1. An open-book analysis (40%) of student-selected issues and self-designed alternative methods for resolution;

• 2. A written assignment of about 3,000 words (60%) on what action the associate has taken to deal with organizational issues, following attendance at the various courses of the programme prior to this third residential block, plus what action has been taken following attendance at this course’s workshop.

Managers as Researchers

This course is also taught as an intensive 1-week residential block. It prepares managers for their action research and dissertation writing. Participants develop knowledge and skills in systematically resolving a major problem in their organization, using rigorous qualitative action research methods.

As in traditional quantitative research, rigour within action research and qualitative case study methodology is essential, but it is achieved differently. A wide variety of methods of enquiry and evaluation techniques will be covered in this subject, including interviews, focus groups, case study methods; survey design methods and analysis; the nominal group technique; illuminative evaluation; and participant observation, triangulation, the quasi-historical approach and the repertory grid technology based on Kelly’s personal construct theory.

Potential supervisors of dissertations will be invited to attend the first session on standards, expectations, the role and functions of the supervisor, university rules and regulations, communication between, and responsibilities on the part of, the associate and supervisor, etc. and any other sessions they may wish to attend.

The purpose of this course is to avoid the usual problems of attrition and late submissions rates in master’s courses by preparing associates properly for their tasks of conducting and writing up action research.

Assessment methods comprise an open-book exam (40%) on qualitative research methods and a written assignment of about 3,000 words (60%). The open-book exam assesses associates’ knowledge and skills in systematically addressing a major problem in their organization, using rigorous qualitative action research methods.

The written assignment is different for MBA (Executive) candidates and those who wish to exit with a Graduate Diploma of Management (Executive) award. The former group will focus on dissertation design and rationale, including problem definition, significance of the project, method and time schedule. The latter group will focus on practical application of business research within their organization.

Dissertation

The dissertation integrates the knowledge, skills and learning experiences from the previous courses in this programme and culminates in the candidate’s own comprehensive piece of work on the learning organization. As in the action learning project, the dissertation focuses on an organizational problem that is significant not only to the candidates themselves but also to their organization. They meet regularly with the action learning ‘set’ (five to six members) and a set advisor to discuss any problems they might have. The aims of the dissertation are to:

• improve an area or an aspect of work within and for the candidate’s organization;

• develop the candidate’s action research and process management skills and competences for future projects; and

• make a contribution to knowledge by virtue of the fact that candidates are taking an interdisciplinary perspective within their specific context.

Assessment methods comprise three components:

• 1. An oral presentation (20%) of the results of field work in the light of the literature and main argument/thesis. The aim is to obtain feedback from peers and supervisor before producing the final presentation of the dissertation.

• 2. The final presentation of the dissertation of about 12,000 words (60%), which is assessed by the supervisor and an external examiner following the guidelines on assessing dissertations.

• 3. A viva of about 30 min (20%) in which candidates have to defend the main argument(s) of their dissertations before an external moderator, the internal examiner and invited peer group members. In this viva they can demonstrate that it is their own work and what they themselves and their organization have learned/benefited and what action has been or will be taken as a result of this project.

Overview of Courses and Their Weighting

• GMQ (Executive):

  • Foundation course (one SU) – residential;

  • Strategic marketing and international business relations (one SU) residential;

  • Action learning project (one SU) – organization based; and

  • Human resources management (one SU) – off-campus reading course.

• Grad Dip Mgt (Executive):

  • As above plus:

  • Managerial accounting and finance (one SU) – off-campus reading course;

  • The high-performing organization (one SU) – residential;

  • Managers as researchers (one SU) – residential.

• MBA (Executive) as for the Grad Dip Mtg (Executive) plus a dissertation (four SUs).

The above courses may be credited for work undertaken elsewhere, with the exception of the foundation course and courses on the high-performing organization and managers as researchers.

Exemption from specified courses may be granted by the GSM Board on the grounds that a candidate’s educational qualifications include material of the same type and level as the courses for which exemption is sought.

Appendix 3

Checklist for Evaluating the Quality of a Doctoral Thesis by Explication

Table 6

Note:

The examiners are required to give a recommendation that the candidate be granted the degree with Pass/Credit/Distinction (1) without any conditions or (2) subject to minor amendments and corrections or (3) that the candidate has not satisfied the examiners for the award and either be (a) allowed or (b) not permitted, to resubmit and be re-examined.