Self Managed Learning

Self Managed Learning:
Development for the 21st Century
Report prepared by
Valerie Garrow
July 1998
Contents
Page
The Literature Review 2
Self Managed Learning Defined 2
SML in the Organisation 7
Survey Results 10
Individuals who choose SML 10
Organisational Support 10
Facets of Learning 10
Relationships within the Organisation 13
Resources used for SML 13
Individual Benefits 13
Individual Difficulties 14
Organisational Benefits 15
Conclusion 17
References 18
Appendix 1 - The Survey 19
Appendix 2 - Benefits to the Individual 25

Difficulties Experienced 28
Appendix 3 - Benefits to the Organisation 30

SELF MANAGED LEARNING:
Development for the 21st Century
Research Report for Roffey Park Management Institute
Valerie Garrow
“I have a sense that this is only the beginning of a much larger journey”
(Current Roffey Park MSc participant)
Self Managed Learning (SML) is a learning approach that mirrors the management
process. It has been widely used at Roffey Park in qualification programmes, in-
company programmes and open programmes and reflects Roffey Park’s holistic
approach to learning.
There is much anecdotal evidence to suggest that SML is particularly effective in equipping
managers with the skills required to work in an environment of change and ambiguity. This
research project by means of a survey, has tried to find more substantial evidence and
examples of positive benefits or difficulties, that individuals have identified following an SML
programme.
The survey was designed following a literature review and focus group which were carried
out to identify the key issues relating to SML. It was then sent to 220 people who have
taken part in a Self Managed Learning programme either for a qualification (MBA or MSc at
Roffey Park) or as a dedicated in-company programme.
Valerie Garrow Self Managed Learning - Page 1

THE LITERATURE REVIEW
Self Managed Learning (SML) Defined

SML, a term coined by Ian Cunningham in the late ‘70s, refers to a specific learning approach
derived from elements of several other methods including self-development, self-directed
learning and action learning. It is essentially a holistic approach to the individual and is
underpinned by strong values. Ian Cunningham himself said in an interview, ‘in the pieces
there’s nothing original ....it was putting all that together that was unique’ (Ross, 1997).
However this uniqueness is guaranteed only by the strict definition of SML developed by
Cunningham and it is clear that many approaches that loosely operate under the banner of
SML would not be considered to be so in true terms. Cunningham (1994) makes this call
for purity of definition in a critique of an article by Mark Easterby-Smith (1995) whom he
accuses of distorting the SML product. He argues, “we cannot ask to be treated as real
professionals unless we take definitions seriously”.
Correct language is of prime importance and Cunningham criticises Easterby-Smith’s

reference to ‘tutors, students and courses’. He argues that ‘people on programmes are not
students on a course but active participants in a process’. He challenges the view that
academic institutions are the sole source of knowledge and that learning needs can be met
from a wide variety of sources.
The elements of SML focus on individual responsibility for learning in a way that reflects the
natural management process as opposed to being taught in an impassive, more traditional
way. SML is, however, also grounded in organisational needs so that the individual is
learning firmly in an organisational context. In addition there is a ‘collective responsibility’
whereby learners support each other and are active participants in the learning of others.
Key Features of a true SML programme

In distinguishing SML from other learning methods, the power of the approach lies in the
combination of the following elements:
• the curriculum is not separate from the learner who is responsible for its design
according to perceived needs
• adequate time must be given to the crucial diagnostic phase where individuals
decide and clarify their learning needs
• this is done by working through the five SML questions: ‘Where have I been?
Where am I now? Where do I want to get to? How will I get there and how will I
know I have arrived?
• support is required during a transition period where the individual is becoming
familiar with the approach
• learning experiences are identified to satisfy needs by a mapping process
• learning contracts are an essential feature and are totally personal documents
that can subsequently be used to evaluate and measure the outcomes of the
programme
• learning sets are an essential feature where members support, challenge and
assess each other’s contributions facilitated by a skilled set adviser
• a learning budget may be available to the individual, providing a more focussed
and targeted way to purchase appropriate resources or expert help

• feedback and guidance are provided by the learning set which must also ensure
that social processes and issues of personal relationships are resolved
• there is no ideal formula and an SML programme varies with individual and
organisational culture
• SML combines individual and group-based learning, is work-experience based and
career relevant
• learning is immediately useful back in the workplace
• participants must develop skills in self-assessment
• there is joint assessment with the set, adviser and the individual
Blueprint for a typical SML programme (Constable, 1995)
Self Managed Learning Programme
Phase 1 (30%) Phase 2 (70%)
Key activities
Development of Agreement of learning Contract Work on Individual Final

Learning Contract • What Contract goals Assessment
• How
• Evidence criteria
Information Gathering:
• Mapping the Context of the
Programme
• Diagnostic Activities
• Career Goals
• Organisation Strategy/culture
Information Processing:
Start-up Set Workshop Set Set Set Workshop Set

event Meeting (Optional) Meeting Meeting Meeting (Optional) Meeting
Individual work
Dialogue with
• Manager
• Mentor

Structure without Structure
It is often thought that SML is an unstructured way of learning. In a presentation to the EFMD
conference in 1994, however, Geoff Bird described a robust structure in terms of a glass
whose contents are fluid and open but whose essence, although transparent, is strong. The
structure is provided by the detailed processes of diagnosis/assessment of needs, mapping
the field of potential knowledge, the set process and the learning contract. Within this
structure the participants are able to choose what and how to learn according to their own
and their organisation’s needs. This is the element of fluidity that Bird describes.
The Self Managed Learning

Glass
d it y
ui
Fl
Transparency Strength Open to individual

and organisation
Decisions Choices
Assessment Accessibility
Assessment Mapping
Sets and
Set Advisor Learning
Contract
SML as an Approach to Learning

SML is concerned with process rather than content. A key benefit is claimed to be
the various facets of learning achieved by participants. These can be roughly divided
into five categories:
1. Metalearning
A claim made for SML is that it produces metalearning i.e. learning about learning
(Ross,1997), at a strategic level which can facilitate fundamental change. Cunningham (1994)
says, ‘Acquiring new knowledge, skills and competences will be irrelevant if managers do not
change fundamentally their mindsets, their mental frameworks’. Learning to learn, think and
identify resources is therefore more important than the content which constantly changes.
Once the approach has been mastered, the new learning skill can be applied to all areas of
life and in particular to future organisational challenges.

2. Strategic Learning
In an increasingly complex and fast moving business environment managers are constantly
anticipating, riding change and making an impact on the future direction of the organisation.
The proposed benefits of SML are that it ‘synchronises managing and learning’ (Cunningham,
1994). Managers become actively aware of the learning in each situation they deal with
which helps them build up a more strategic approach to organisational issues.
3. Collaborative Learning
The involvement of each individual in the learning of others is a key element of SML. The
insert below describes the behaviour required by set members (Bird, 1995).
Set Guidelines and Behaviours
A dialogue with learning at its centre

Individuals are encouraged to generate and discuss their own ideas
‘Air time’ is reserved and respected
Assessment is carried out jointly by all
People are encouraged to be true to their own beliefs
Challenge and support is offered to help each individual. Questions are asked to advance an
individual’s learning
Individuals are encouraged to struggle with ideas and to gain insight and authority
Set members practise active listening
Learning set members are each allocated ‘air time’ in set meetings which they can use in the
way they feel most helpful to them. The other set members therefore spend more time
listening and supporting others in their set meeting than they do on their own ‘air time’.
They are required to give feedback and to assess the work of their colleagues in the set.
Members learn the skills of active listening, giving constructive feedback and offering support.
Cunningham (1994) describes these relationships as ‘Equality without conformity’ and

emphasises the need to dispense with the ‘compete/conform’ polarity. Collective agreement
and assessment ensure a strong basis for continued learning. The ability to negotiate
without compromising values is a vital skill in organisations today where new structures
mean that individuals often are required to influence without authority. Benefits of learning
to work in this collaborative way should be felt in any organisation that promotes
teamworking or knowledge sharing.

4. Motivational Learning
By allowing learners to identify their own objectives, resources and potential, SML directly
meets higher order needs and has the potential to satisfy the quest for what Maslow (1943)
describes as ‘self actualisation’ (see insert below).
Self-actualisation needs
What a man can be, he must be. This need we may call self-actualisation… It refers to the desire for
self-fulfilment, namely, to the tendency for him to become actualised in what he is potentially… the
desire to become more and more what one is, to become everything that one is capable of becoming
(p132)
Maslow, 1943
A claim made by SML practitioners is that because the learner chooses what they will learn
and how to do it, after identifying an organisational or individual need, the motivation to
succeed is particularly strong.
5. Autonomous Learning
As well as the strong collaborative element in the SML approach, there is, paradoxically, a
very individual aspect which recognises the need to accept individual difference. Participants
work on different projects to meet their own objectives and do not necessarily share the
same curriculum as others. In addition they are encouraged to discover their personal
learning style in order to identify appropriate resources as well as appreciate the differences
in the learning styles of other participants.
SML claims to involve the whole person as an individual, as a set member and as a
representative of their organisation. Emotions as well as intellectual responses are
recognised as equally important. It fosters ‘autonomy, personal responsibility and self-
reliance’ (Cunningham, 1994). One of the key dilemmas of an SML approach, however, is
how to maintain autonomy and responsibility for one’s own learning while collaborating with
others and meeting their needs. One of the development processes which allows this is the
development of ‘self-awareness’.
Self-awareness has become an increasingly popular concept in occupational psychology

literature and is also included in Goldman’s (1996) definition of ‘emotional intelligence’. He
writes, “Emotional intelligence includes self-awareness …and social deftness … qualities that mark
people who excel: whose relationships flourish, who are stars in the workplace”. Part of the
emergence of self-awareness seems to be the development of accurate self-appraisal which is
thought to be a key attribute of successful leaders (Atwater and Yamarino, 1995). Because
ultimately the assessment of the programme is a combination of self-assessment, set
assessment, set adviser assessment and in some cases a University Validating Board, the
alignment of self-perception with that of the other groups involved is an essential
requirement of the SML process. The individual may find there are often difficult lessons to
learn.

SML in the Organisation
Relationships within the Organisation

A variety of relationships are involved in an SML programme even when the programme is
not based in the organisation. These include mentors, coaches, those who supply expertise,
the learning set (if an in-house programme) as well as the individual’s work team or
colleagues who will become additional sources of knowledge and support. Anecdotal
evidence suggests that line managers who take on some of these roles report gaining a great
deal from learning how to develop their staff. Relationships should therefore become
generally more productive and the benefits spread more widely through the organisation
from the individual. Hiram Walker Agencies (Hurley, 1993) reported ‘increased awareness
of the activities of other parts of the group’ and ‘increased cohesion among individual
managers and a reduced sense of departmental barriers at other levels’.
Particular aims identified by three organisations:

Clarifying the aims of any programme is essential to provide the criteria for its evaluation
and an SML programme can be used to produce many different outcomes. These are some
of the aims identified by organisations in the literature review.
Shell graduate programme (Netherlands & UK)

• to impart knowledge and skills more quickly
• foster personal development and business competencies
• promote networking
• delegate responsibility for management of training to the individual
• enable recruits to assess mutual compatibility
• meet individual and organisational needs
ICL (Stothart, 1995)

• provide a framework and support for individuals to develop new roles
• to encourage individuals to own their own development
• passing on lessons from one programme to another
• ensure development is dovetailed to business needs
Hiram Walker Agencies (Hurley, 1993)

• to engender a new culture from a patriarchal model to ‘a faster more
entrepreneurial type of organisation’.
• to foster teamwork while encouraging individual responsibility for learning
• to establish a common framework for management development following a
merger and to give it top priority
• to avoid the necessity of staff being absent for training for long periods during a
difficult period and allow them to work on work-related issues
• to learn in a way which reflected their work back in the workplace
• to cascade learning throughout the organisation

Potential Resources
The resources required for an SML programme to some extent reflect organisational needs
but also the individuals’ preferred learning styles. For example some of the resources
identified by various organisations were:
Shell used:
• a visit to British Airways’ ‘High Flyers Programme’ which was based on the same
principles
• formal training
• time with staff, managers, line visits
• libraries
Hiram Walker Agencies made use of:

• development centres to identify critical behavioural attributes of successful
managers
• exercises to identify individual learning styles
• involvement of top managers
• small library of learning materials and Roffey Park LRC
Other organisations made use of:

• residential workshops/career planning
• work experience/opportunities
• projects
• secondments
• travel
• reading
Learner Needs
Cunningham (1994) identifies characteristics of potential SML participants that may help
them succeed with this method of learning:
• they need to feel comfortable with change and see it as a learning opportunity
• they should welcome diversity of culture and individual difference
• they need to be able to take calculated risks
• can integrate data and feelings
• are able to use mistakes as data rather than make excuses
• are able to use all experiences
• can ‘translate learning across contexts’
• do not require a traditional analytical, detached approach

Hurdles
Although the potential rewards are high the literature identifies some pitfalls that may be
encountered along the way:
1. Managing Expectations:
SML is fundamentally different from educational practices that people have experienced at
school and even university. In most cases therefore participants genuinely do not know
what to expect and there is evidence to suggest that in the early stages people feel
abandoned and ‘at sea’. They may begin with the impression of unlimited freedom and plenty
of opportunity for free wheeling. However as we have seen, the structure of SML requires
the same deadlines and increased accountability to the other set members for work
produced.
Alternatively both training managers and participants may have heard that such programmes
are very powerful learning experiences and have unrealistic expectations of immediate
changes. In some cases the early stages may involve ‘unlearning’ traditional assumptions and
learning concepts.
Ross (1997) also identifies issues relating to power and authority and suggests that these
need to be dealt with openly. Time is taken up in establishing the correct form of
relationships at all levels and this should be considered as part of the learning process rather
than time wasted.
2. Self Concept:
New participants have to confront their own self-concept and assumptions at an early stage
and this is often described as a highly emotional experience. Ross (1997) describes the pain
of discovering the discrepancy between ideal self and real self which can be ruthlessly
exposed in an SML set and lead to emotional trauma. It may be that to be successful in the
approach people need to already have a belief in their own ability, which raises the possibility
that individuals could possibly be selected by using a psychometric instrument such as
Guglielmino’s ‘ Self-Directed Learning Readiness Scale’. It is likely, however, that it is an
essential part of self development to work through this uncomfortable process leading to
greater ‘self-awareness’ as discussed previously.
3. Defining the territory:

Difficulties may be felt more keenly when there is a failure to provide a clear context for the
programme. It is possible that omitting some of the essential elements of SML identified
above, which in turn has weakened the structure of support, exacerbates this lack of focus.
New participants can feel lost in unfamiliar territory.
A potential danger raised by Easterby Smith (1995) is that participants will have difficulty in
identifying what there is to learn, leading to ‘a simple recycling of existing knowledge and
skills’.

SURVEY RESULTS
There were 100 responses to the survey which gave a response rate of 45%. The
quantitative data is summarised on the questionnaire in Appendix 1.
Individuals who choose SML

Cunningham suggests that individuals who succeed in SML may have a particular profile
which helps them adapt to the process. The first section of the survey looks at the type of
individuals who have chosen SML programmes. Without exception they are people who
enjoy learning new skills and ideas and a resounding 94% would not prefer traditionally
taught methods such as lectures. They were already aware of their learning preferences and
styles and almost three-quarters feel able to learn without a clear context being provided.
This figure could be expected to be high, as 40% of the sample included Masters students of
Management Development. Even taking these respondents into account, however, the 99%
of people who are aware of their own learning styles is exceptionally high.
Other high scores in this section demonstrate the importance of others in the learning
process. 96% enjoy being involved in the development of other people and 94% often use
colleagues as sources of information.
They are also people who view change as a learning opportunity (99%) although less actually
enjoy coping with ambiguity (69%). 79% feel they learn better from experience than from a
training course. They are, nevertheless, avid readers – 82% enjoy reading books, articles or
reports.
In spite of this profile of individuals eager to learn and with a good awareness of their own
preferences, only 60% found the SML approach easy to adopt and over half had some
difficulty in developing a learning contract. 34% did not find it easy to identify appropriate
resources to solve problems which is one of the keys to success in the programme. Once
mastered, however, 82% found that they were able to apply SML principles to other areas of
their lives outside work.
Organisational Support
Only 15% of respondents work in an organisation where there is an established SML
programme. The remainder comprises individuals who are attending qualification
programmes and therefore have learning sets that are external to their organisation.
Although respondents say that in general (68%) self-development is encouraged in their
organisations, a similar number say that it is not rewarded and nearly three-quarters say that
it is difficult to find time for self-development activities. However 82% of organisations do
encourage learning and developing new skills, 73% provide facilities to do so and a slightly
lower percentage provide opportunities to apply new learning in the organisation.
Facets of Learning
The literature review suggests that SML promotes various facets of learning and the survey
included two items designed to tap into each of these. Respondents were asked to consider
the learning they had gained from their SML programme and identify areas where they had

made progress. They were also asked to give examples to discourage respondents from
simply ticking each box without identifying specific situations.
Metalearning: This is taken to be the ability to transfer learning from one situation to
another or the ability to re-apply the approach in an unfamiliar setting. As one respondent
describes it, ‘having a framework for making a start’.
Just under three-quarters of respondents say that since their SML programme they feel
more able to deal with unfamiliar situations and 71% are able to identify resources and
learning aids more readily.
Examples given include being able to take a step back and view situations objectively as a
‘whole’. One respondent has moved into project management and reports benefits in
developing project management skills, conducting research on the subject and making
recommendations. Another has broken out of a functional area and moved into a more
strategic role.
Respondents report being more self-confident in dealing with senior managers and more
able to take on unfamiliar projects. Someone gives the example of coping in different
sectors and countries.
They also claim to be able to identify ‘wider resource material’ with ‘the realisation that there
are no barriers’.
Several mention the wider networks they have developed both inside and outside the
organisation and in particular their own learning sets which have often continued to meet
long after the programme has finished.
Strategic Learning: 82% of respondents said that they were thinking more strategically
about the future direction of the organisation since the SML programme, although only 55%
were able to contribute directly to organisational strategy. One respondent writes:
I am more deliberate in linking my job activities to business goals
Another describes it as, ‘dragging my head above the parapet and disengaging from the
operational level’.
Since the programme one person has moved into employment as a change management
consultant/strategic facilitator within the same organisation. Another describes a broader
awareness of other organisations’ strategy and several responses refer to the ability to
reflect with more depth and breadth. In some cases this means taking a critical look at the
organisation and identifying a lack of strategic direction.
This more strategic approach seems to be reflected in the fact that over three-quarters of
respondents feel that their general management skills have improved. Respondents report a
better ‘understanding of others’ frames of reference’ and being ‘more comfortable in challenging
others in their areas of expertise’. One respondent writes:
I now facilitate a team of Directors’ learning and make very powerful interventions and give
insightful feedback.

Collaborative Learning: 70% of respondents say that they are more effective in learning
and working with others. In examples given this seems to have been developed in the
learning set, with many saying that they have worked on their listening skills. Respondents
report being more ‘facilitative’, ‘patient’, ‘analytical’, ‘sensitive’ and ‘comfortable in listening and
evaluating what others have to say’. One example of a new approach is:
I now try to get closer to the people I find most difficult. A bit Machiavellian but it seems to
work.
Many respondents are involved in mentoring or coaching activities with both senior and
junior staff. People mention being more conscious of sharing learning and giving and
receiving feedback. Several work in teams and say that they are more ‘aware of group
learning abilities’.
Motivational Learning: As described in the literature review, this is a response to a higher

order need likened to self-fulfilment. 79% report being highly motivated by choosing their
own areas of learning and 70% now proactively seek out opportunities to add value to the
organisation.
The survey reveals a kind of inner momentum when participants discover this ‘self-fulfilment’
through learning. One respondent describes it as having ‘more control over my destiny’.
Another feels ‘more committed to the company’ and a third describes the stimulation of the
‘get out of the box mentality’. But not all of this motivation is directed towards pleasurable
experiences. Individuals are prepared to take on tough challenges. One individual writes:
I have selected to learn a particularly difficult job role which I am finding quite stressful as it
involves learning many new skills.
The stretching of limitations is a common theme in the responses:
Because there are little restrictions to the process of learning, so it frees the mind – the key
to success, I feel, will be that there are no boundaries.
The sense of self-fulfilment attained is described by another:
I am enjoying ‘life’ very much more and have a much greater appreciation of others.
Money, status, prestige are all pretty worthless without this…
Autonomous Learning: From the literature review it was clear that one of the goals of SML
should be to foster self-reliance. Individuals have unique needs and learning styles and their
experience of a programme will essentially be different from that of every other participant.
80% of respondents to the survey agree that following the programme they are able to
identify their own learning needs more readily and 64% say that they now use all situations
at work as learning experiences. One respondent has developed the habit of ‘maintaining a
day to day learning log’ while another expresses the need to ‘formalise a new learning contract
with myself’ having gone on to become a Company Director since completion of the
programme. The development of ongoing learning practices is echoed by another
respondent:
I try to find time for reflection to capture the learning. I am more analytical. I look at the
process as well as the end model

SML participants seem to have acquired the mental habit of reviewing learning, sometimes
with others:
‘I always review my learning with managers and directors’
and sometimes as a ‘personal process’. In some cases learning to learn is still an ongoing
process:
I still need to work at ‘reflecting’ on the learning
Because of this ongoing need, several participants say that they still continue to apply the five
SML questions, others continue coaching relationships or collect general feedback, read text
books and one has developed a ‘learning plan’.
Relationships within the Organisation

SML promotes the building of relationships in a variety of ways. Firstly the learning set
fosters a deeply supportive network of individuals who play a key part in the learning
process. In addition, 42% of respondents have a mentor or coach, and the same percentage
act in that capacity to a more junior colleague. 83% say they seek feedback from colleagues,
over half are members of external networks and 68% find opportunities to share their
learning with others. One former MSc participant writes:
The MSc contributed to my desire to learn with and through others and embedded the
deep belief that the sum is greater than the parts – I never truly saw or experienced this
before
Examples of other relationships developed as a result of an SML programme include: roles in

the community; membership of a Consortium; retaining links with ex-colleagues and
professional networks.
Resources used for SML

The resources used to support learning may be infinitely wide and varied and are chosen to
suit the individual learning style. Roffey Park MBA students are given access to a learning
budget which can be used to purchase any form of learning resource. From the survey the
resources used in order of popularity are: the Learning Resources Centre or library 92%;
Projects 69%; visits to other organisations 67%; formal training programmes 57%; coaching
by senior managers 44%; workshops or activities arranged by the organisation 36%; work
experience or secondments to other departments 33% and formal development centres
21%.
Other resources identified are attending conferences, the Internet and visiting experts.
Individual Benefits
After the initial ‘Oh my God, what have I done? I want to be taught, all this money
I’m spending’ syndrome. Now I have a much more rounded view on life and my
role in society and probably most importantly comfortable with who I am and what I
can achieve
(Comment made by a respondent)

The survey asked respondents to describe what individual benefits they had experienced
from the SML programme. These have been grouped under headings which emerged from
the data and recorded in full in Appendix 2. The key benefits identified fell into the following
categories:
Self-Reliance/Self-Awareness
Building Relationships
Dealing with Ambiguity
Knowing how to Learn
Understanding
Meeting Challenges
New Approach to Life
Enjoyment of the Programme
These responses confirm many of the benefits suggested in the literature review, particularly
the five facets of learning. One illustration from the survey suggests this depth of
development:
I have personally benefited by the journey and the end result…this method of learning has
stretched me far beyond other types of learning I have experienced and has helped me to
consider all aspects of my life from different viewpoints
The link between individual and organisational learning is highlighted by another respondent:
Once adjusted to learning without direction, the power of learning and being able to
translate this immediately into the work environment is superb.
In some cases people experienced a transformational change and one describes ‘an
irreversible change of attitude, of behaviours, of professional practice’. Another writes, ‘I am a
new man, who thinks differently, who sees many patterns in life and who has gained the wisdom of
maturity’. The changes seem to have an impact in all areas of life and stretch the boundaries
of experience:
In a sense I have jumped outside my safety zone and it is an uncomfortable experience.
Individual Difficulties
It is evident however, that the SML process is not easy for many of the participants. The
responses from the open question relating to difficulties experienced during an SML
programme are again grouped under headings and are listed in full in Appendix 2. The
heading with the largest grouping of responses is entitled, ‘Understanding what is required’.
It has already been seen from the survey that just over half the respondents do not find it
easy to develop a learning contract and 40% do not find it an easy approach to adopt. One
respondent suggests that ‘understanding what is required’ is part of the learning process. The
‘initial struggle establishing scope of learning and problems’ described by another is a common
difficulty expressed by many SML participants.
Respondents echo some of the frustration of lack of content and direction and the eventual
realisation that ‘there are no more teachers’.
Difficulties are also reported in building the relationships required to establish the support
needed. These include ‘not a very dynamic/supportive set’, ‘lack of walking the talk from one set
adviser’, ‘internal mentor of a different perspective’, gender problems and the inequality of

people in ‘handling ambiguity’. As these relationships are a key factor in the success of the
programme, time has to be devoted to getting them working well and this makes emotional
demands on all concerned. SML participants must build rapport with people of ‘very different
needs, values and agendas’ and devote time to assessing the work of others.
As well as dealing with relationship problems, the SML participant must also acquire self-
discipline to manage the process successfully. One respondent writes:
Finding time and self discipline to apply myself, the lack of structure has left me floundering
at times
Although it is true of any programme, particularly at Masters level, that people must learn to
manage their time, it seems to be the perceived lack of structure which demands higher
levels of motivation than simply completing a series of assignments using a pre-determined
reading list.
Several participants describe the SML approach as a painful or uncomfortable experience

which sometimes ‘pushes the individual to examine areas they are not comfortable with’. This
seems to occur as part of the self-awareness process that one respondent describes as:
Changing my personal styles and behaviours, both difficult and beneficial.
Organisational Benefits
The responses in this section represent respondents views on the way that their
organisation has benefited from their participation in an SML programme and are listed in full
in Appendix 3. Eight headings emerged from the data:
Better Performance at Work

Greater Motivation
Ability to take on more Responsibility
Being a Better Manager
Better Relationships with Others
Challenge to the Organisation
Introducing New Ideas
Better Understanding of the Business
People generally believe that their performance at work has improved and some have taken,
or feel ready to take on, more responsibility. They report increased awareness of the
business and being able to bring new ideas and influences into the organisation. Many report
better relationships with others and say they are better managers. Several describe
increased motivation and the ability to draw on external resources, new skills and
methodology. One respondent describes a new relationship with the organisation:
Instead of saying, ‘What can the company do for me?’ people will be developing themselves
and contributing more to the business and enhancing their careers

Work-based projects are cited as having deepened employees’ understanding of the
business. Inevitably there are also some challenges. One respondent describes a situation
where senior managers found it threatening to respond to questioning of existing practice.
The ‘challenge’ can therefore be seen as both an opportunity and a threat for the
organisation. A key threat to the organisation is highlighted by the following comment:
It changes you a lot to the extent I no longer ‘fit’ the organisation
Several respondents say that they have left or intend to leave their organisation and it seems
likely that following an SML programme individuals’ expectations are raised so that
opportunities need to be provided for ongoing development. Individuals who find
themselves in a situation where there are no further opportunities for learning or
contributing to organisational strategy become frustrated and disillusioned.

Conclusion
The results of the survey clearly show that SML is a very effective tool in management
development. In today’s less hierarchical organisations where the new ‘psychological
contract’ is often used to describe the move away from loyalty and employment security to
‘employability’ and employee responsibility for careers and development, individuals must
seek ways to foster self-reliance in terms of their own learning needs.
The Self Managed Learning process fosters self-confidence in the key areas of learning,
identification of resources, management skills, assessment, working with and developing
others and innovation. The additional requirements of this type of programme to build
relationships, identify resources and map the field, demand analytical thinking, self-reliance
and good management skills.
However organisational benefits are dependent on a commitment by the organisation to

provide an environment which fosters growth and development and utilises talent and
learning to the full. Without this support expectations on both sides may be disappointed.

References and Bibliography
Atwater, L. E., Yammarino (1995) Antecedents and Consequences of Self-Other Rating

Agreement: A Review and Model Research in Personnel and Human Resources Management Ed
J Feffis
Bird, G. (1994) A Presentation to the EFMD Annual Conference: The Self-Managed Learning
Glass
Constable, A. (1995) Self-Managed Learning. The Financial Times Handbook of Management

(Ed S. Crainer)London: Pitman Publishing
Cunningham, I (1981) Self Managed Learning and Independent Study in T. Boydell and M.
Pedler (Eds) Management Self-Development: Concepts and Practices. Hants: Gower
Cunningham, I (1994) The Wisdom of Strategic Learning: the self managed solution. London:
McGraw-Hill
Cunningham, I (1994) The Myths of Self-Managed Learning. Management Development Review

Vol 7 No 5 pp3-6
Cunningham, I (1995) Extending Knowledge in Management Development - the Case of Self

Managed learning. . Organisations and People, 3,2
Easterby-Smith, M. (1995) The Design of Self-Managed Learning: Some choices and

Dilemmas. Organisations and People, 2, 3
Goldman, D. (1996) Emotional Intelligence: Why it can matter more than IQ Bloomsbury
Paperbacks
Maslow, A. (1943) A Theory of Human Motivation. Psychological Review, vol. 50, no 4 pp

370-96
Ross, J (1997) How was it for you? Exploring the Learner’s Experience of SML An unpublished
MSc study, Roffey Park Management Institute
Stothart, C. (1995) High Performance Competencies: Development through Self-managed

Learning. Organisations and People, 2, 1

APPENDIX 1
Survey to Assess the Benefits of

Self Managed Learning
This questionnaire aims to identify the benefits and difficulties of a Self Managed Learning
approach. Some of the areas examined have been highlighted through a literature review and a
focus group with SML users held in November 1997 at Roffey Park. We would, however, like to
hear of other benefits or difficulties that you have experienced as well as examples of some of the
areas we have suggested.
Section 1 – About Yourself

One of the issues of interest is whether some individuals are more suited to SML than
others. These questions relate to you and your perception of the SML approach:
Results in % YES NO
I enjoy learning new skills and ideas 100
I am aware of my own learning preferences/style 99
I enjoy researching issues in depth at work and in other contexts 78
I do not have time to learn new things at work 72
I enjoy reading books/articles/reports 82
I find it easy to identify appropriate resources to solve problems 66
I prefer traditional taught methods of learning e.g. lectures 94
I enjoy coping with ambiguity 69
I find it difficult to learn without a clear context being provided 73
I learn better from experience than from a training course 79
I view change at work as a learning opportunity 99
I often use colleagues as a source of information 94
I enjoy being involved in the development of other people 96
I found the SML approach easy to adopt 60
I found it easy to develop a learning contract 51
I apply SML principles to other areas of my life outside work 82

Section2 – About Your Organisation
It may also be that some organisations are better suited to SML than others. These questions relate
to your perception of your organisation:
YES NO
The opinions of employees are valued in my organisation 62
It is difficult to find time for self-development in my organisation 71
Self-development is encouraged in my organisation 68
For example:
Section 2 (continued) YES NO

Learning/development is rewarded in my organisation 61
e.g.
Employees are encouraged to learn/develop new skills at work 82

e.g.
My organisation provides facilities to learn 73

e.g.
There are opportunities to apply new learning in my organisation 70

e.g.
Section 3 - About your SML programme
YES NO
There is a current SML programme in my organisation 15
The SML programme was developed specifically for my organisation
The programme is more than 12 months in duration
The programme is part of a qualification programme
The set advisers are from my own organisation
Where and how were the set advisers trained:
How were the programme participants selected:

Section 4 – Promoting Continuous Learning
One claim for SML is that it facilitates various levels of learning. Try to consider the learning
you have gained. Tick all that apply and give examples that have resulted from the SML
programme where possible:
I feel more able to deal with unfamiliar situations using SML methods 74
e.g..
I am able to identify resources and learning aids more readily 71

e.g.
My general management skills have improved 76

e.g.
I think more strategically about the future direction of the organisation 82

e.g.
I am involved in the development of other people 84

e.g.
I find that choosing my own areas of learning is very motivating 79

e.g.
I use all situations at work as learning experiences 64

e.g.
I am able to contribute directly to organisational strategy 55

e.g.
I am more effective in learning/working with others 70

e.g.
I seek out opportunities to add value to the organisation 70

e.g.
I am able to identify my own learning needs more readily 80

e.g.

Section 5– Relationships at Work
SML programmes involve establishing relationships of various kinds in order to gain support and
resources for learning. Tick which of the following relationships you have developed as a result of
SML. Please add any additional information you wish.
I now have a mentor/coach 42

I seek feedback from colleagues 83
I am involved in coaching/mentoring a subordinate 42
I am a member of a learning set 52
Section 5 (continued)
I am a member of an external network 55
I am a better ‘team player’ at work 57
I find opportunities to share my learning with others 68
Please give examples of other relationships developed as a result of the SML programme:
Section 6 – Resources Used for SML

We would like to identify the types of resources used to support an SML programme. Please tick
those that you have made use of and add any others to the list:
Learning resources centre/library 92

A formal development centre 21
Work experience/ secondments to other departments 33
Visits to other organisations 67
Formal training programmes 57
Involvement of top managers in coaching or development 44
Projects 69
Workshops/activities arranged by the organisation 36
Please give examples of other resources:

Section 7 - Key Elements of the SML programme
It has been suggested that the power of the SML process lies in the combination of its various
elements. Please tick the elements below which have formed part of your SML programme:
Diagnosis of learning needs using the 5 questions, ‘Where have I been?

Where am I now? Where do I want to get to? How will I get there?
How will I know I have arrived? 85
Mapping the territory 86
Developing a learning contract 85
Membership of a learning set 92
Facilitation by a set adviser 83
Use of a learning budget to buy appropriate resources 55
Learning immediately useful back in the workplace 73
Development of self-assessment skills 83
Joint assessment with the set, adviser and individual 82
Section 8 - Individual Benefits and Difficulties

Please describe in your own words the benefits and any difficulties you have experienced from the
SML programme:
Section 9 - Benefits to your Organisation
Please describe in your own words the benefits (or otherwise) to your organisation of your
participation in an SML programme:

Section 10 – Evaluating Self Managed Learning
Please describe how you evaluate the success of your programme:
Thank you for completing this questionnaire. Please return to The Research Department, Roffey
Park Management Institute, Forest Road, Horsham, West Sussex, RH12 4TD in the envelope
provided. All responses will be anonymous but if you would like a summary of the results please
enclose a business card.

APPENDIX 2
Responses from Open Questions
Part 1 - Benefits to the Individual of an SML Programme
Self-Reliance/self-awareness
Taking charge and responsibility for own choices
Realisation of being able to tackle new projects/concepts through learning
Empowering: raising my self esteem
Increased personal confidence
Sense of ‘ability’ from doing it myself
A powerful – for me the most powerful self development tool
Have quickly developed a greater understanding of myself, growth in self confidence
Improved interpersonal skills, “allowed” self to be creative, flexibility
Major shift in capabilities, expertise in chosen areas, confidence
Engenders willingness and ability to find things out for oneself
Focus on future with some clarity, more self-aware and confident
More self managed in how I work and identify development opportunities, increased self
confidence
Now knowing what I don’t know but feeling confident I can find out, learning 5 times
greater from having to assess others
Included being only woman in group of men in learning contract, developed my ability to
put my point across even in the face of adversity
Set your own targets/goals, greater focus than I would have if I had been in a different
learning situation
I am able to pick up any topic I want
Changing my personal styles and behaviours both difficult and beneficial
More aware of my style – strengths and weaknesses, networking with people from other
organisations, ability to debate current issues with ‘objective’ individuals
Self development and self assessment skills with enough methodology to sustain them
for the future
Awareness, able to identify sources for learning – seeking feedback actively – more
confident in managing career
Better understanding of myself, where have I been and where am I now
Preferred learning styles make me less guilty at reluctance to read extensively
Can be honest about yourself
Can listen to constructive criticism
You decide rather than have someone decide for you

Building Relationships
Establishing supportive and trusting relationships with the set
Giving/receiving feedback
Open, honest, supportive team
Feedback on written work and interpersonal skills
Learning from seeing others learning and develop
Learning with a peer group, support from that group and challenge, a valuable structure
for personal learning, the appropriate infrastructure, e.g. Roffey facilities, LRC, a clear
target – learning contract leading to qualification
New, relevant learning, working in learning set and community, self and peer assessment
Using group as sounding board, feedback, freedom, sharing and learning, understanding
how others think and learn
Learning sets particularly useful and working with others, more self confidence, self
esteem
Dealing with Ambiguity

The lack of structure is an untold benefit once one has accepted the informality
More able to deal with ambiguity, personal growth, learning how to learn
Confusion in first few months as to where it was all leading then light came on, support
of the set,
Once adjusted to learning without direction, the power of learning and being able to
translate this immediately into the work environment is superb
Broadens my thinking, ability to operate effectively in ambiguity
Knowing how to Learn

The facility to learn while working full-time and applying the learning in the organisation
Develops a means of working towards a goal
Guidance on learning techniques
Enhanced knowledge and skills
Breadth and depth of knowledge gained
Excellent approach to learning
Thirst to continue to learn and confidence in progressing
Motivated to learn/to choose relevant subjects/learn from others
The sustainability of the method after the programme – learning to learn much easier to
keep going on your own
Structure and purpose to learning. A reason to talk to people about their work, it
opened doors. It gave permission
Greatly increases the scope for learning without the restrictions of an imposed syllabus

Understanding
Learning there is no absolute right or wrong approach. Your contribution is as valid as
the next persons
Critiquing skills
Greater understanding, shared ideas, experiences, increased confidence & awareness
Reflection: understanding difference between experience and learning
Discussion and exploring issues from different perspectives
Critiquing others work and vice versa
Greater critical facility
Thinking outside the box
Clear view on difficult situations, raised level of awareness for own preoccupations, new
methods of dealing with unexpected happening
Improves critical reasoning
Meeting Challenges
Faced up to issues and worked through them with the support of the set
Enabled me to ‘mature’ in a work sense and cope with bigger roles more quickly. It
geared my mind to believe others could add value to my thinking by challenging my
assumptions and thought processes. It therefore shaped how I assimilate information
and I now consciously rarely prejudge until I have explored issues in greater detail
New Approach to Life

Initial “Oh my God, What have I done, I want to be taught, all this money I’m spending
syndrome!”. Now have a much more rounded view on life and my role in society and
probably most importantly I am comfortable with who I am and what I can achieve
Completely broadened by horizons. Developed my networking skills. Gave me balance
in my life. Allowed me to understand how I best learn. Got me a better job!
Enjoyment of the Programme

Until I experienced the challenge it would have been easy to justify giving up
Work at my own pace, explore issues, feedback from my set and adviser, my time is
mine
Requires good set advisors, lots of resistance
Tailored programme with many opportunities for group work
Possibility of managing the learning taking into consideration own gaps of knowledge and
availability of time
Individually tailored, specific objectives/relevance, flexible pace, higher level of motivation
The ability to select subjects of specific relevance to me – ‘usefulness’ as the key test (as
opposed to taught programme)
Heightened engagement with programme due to self managed aspect
Sense of ‘endless programme’

Part 2 – Difficulties Experienced:
Understanding What is Required

Understanding what is required of me – part of the learning process
Initial lack of structure/direction
Initial struggle establishing scope of learning and problems developing ability to take
responsibility of own learning, less direction, more self direction
Not understanding where to start, determining the learning contract given I am not
employed at present
Understanding the map of management and developing a Learning Contract difficult
Choosing and refining material, knowing when you have learned – have I arrived?
Self-motivation, additional work, no pre-defined structure
Uncomfortable during first residential as expected more direction and content
Frustration during first year at having to reinvent the wheel
Lack of clarity in setting/advising on level, consistency between sets
At first very difficult to understand the mechanism and the process, very demanding in
self-discipline and management of time
Difficult to have no indication of parameters, whilst I subscribe to the notion of SML this
should and could be achieved more effectively within a framework of for example firm
assessment criteria. Also, for those out of the learning situation for some time a long
first assessment must have been very difficult
Difficult to know if I was selecting the most useful topics – I needed to add discussions
with a mentor much closer to my own experience/work setting
Indicative syllabus is so wide, could end up spending time on materials which may not
add value especially to assignments
Lack of connection with residential programme
Difficult process to digest – needs time and empathy with the style
Lack of structure - found it difficult to ascertain the correct way forward
Relationship Problems
Not a very dynamic/supportive set – members ‘introverted’ , worked alone
Initial worries in learning set where individuals have very different needs, values and
agendas. Once resolved the difficulties became enormous strengths
Not all people are equal in handling ambiguity
I had an internal mentor of a different perspective (initially my boss which didn’t work).
Lack of “walking the talk” from one set adviser, lack of understanding from organisation
Being only woman in group of men I had not anticipate learning and gender so inter-
related
In early stages people need a lot of support, structure, direction
Assessing the work of others was difficult to get used to and very time consuming

Back in the Organisation
Putting my needs ahead of those of my company
Convincing manager it is an effective credible learning initiative.
Getting support within the Company
The organisation found it hard to understand and relate to the MSc style – a lot of
resistance.
Painful/Uncomfortable Experience
At times if makes me struggle with the “meaning of life”! It can be painful
Pushes the individual to examine areas they are not comfortable with
Intolerance of non-SML approaches, constant questioning/searching which is tiring for
those around me
Treating everything as intellectual issues inappropriate and only 3 or 4 years after
completing MBA is true benefit being discovered
Keeping the Momentum Going

Staying on course with my development needs post MSc
I need a structure and purpose – the self-propelling nature of the structure is difficult to
‘master’ initially but is the reason I chose an SML study
Discipline/Self management
Discipline of managing your own learning
In finding a focus for myself and actually start training
Discipline required to deliver, adds a lot of pressure
Finding time and self discipline to apply myself hard, lack of structure has left me
floundering at times but only occasionally
SML came quite easily but working through MBA process was quite demanding
Time pressures for research and contact with others (x9 responses)
Maintaining balance after first 3 months
Dedicating/allocating time when timetable is informal, prioritising
To find out and follow a habit to work during free time

APPENDIX 3
Benefits to the Organisation

Better Performance at Work
More confident in making my contributions heard – better/clearer longer term planning
and thinking
Has influenced my consultancy work enormously.
The development of my own business over the past 3 years has direct relationship to
the MSc and subsequent SML philosophy.
The organisation now has a more balanced Staff Development programme and HRM
strategy.
Can select to do work which is valuable to organisation
Me as more confident, more strategic, enlightened professional
Able to model ‘self-managed approach’. Transfer ideas and techniques of learning more
oriented to the business
More business focused, applying theory and practice in other areas of the company.
Developing confidence and performing more effectively
Use of new knowledge and skills
Increased awareness of initiatives in other organisations
Knowing what I’m good at and being confident of asking for help to “fill the gaps”. This
is allowing us to provide much better services
Becoming more rounded, able to handle pressure/rejection and a redundancy
Live problem solving
Greater Motivation
Increased motivation and interest in my work
More energy and participation in many of our business processes
More motivated employee
More questioning and confidence
Improved motivation, better qualified member of staff studying issues relevant to the
organisation
Able to take more responsibility

I was asked to take responsibility for the Delivery arm of the business. Their benefit has
been indirect through my own personal development rather than by bringing some of
the newer learning methods into the business.
From me questioning more, understanding more, looking at issues in different ways and
feeling more able to tackle areas that I have avoided in the past.
Contributed to a new remuneration strategy, researched business strategy, implemented
change management within the department
More able to understand company strategy and participate in cross functional groups
In improving my self-management skills and confidence to take on senior roles

It has increased my ability to get work of a higher calibre. It has increased my value as a
consultant. I am continuing the learning habits – albeit in a less organised fashion and
encouraging others.
Better Manager
I am a far better manager
Improved manager, constantly seeking new ways of doing things
Infectious, my modelling has encouraged subordinates to develop and want to,
relationships reached new strengths and levels of honesty
Became a better manager and management developer, able to analyse the effect of
business strategy and change on people
Better balanced view on management
Learning back into company, I’m a better manager, more knowledge and skills
My skills are valued by them, I am a source of information/expertise, someone who is
prepared to challenge the status quo and prepared to take risks, try new things. I seek
to change things for the better
Subtle and too numerous to list, improvement in my case of the level of knowledge is
spread over very many disciplines
Passing on the power of SML to staff
Better Relationships with others

Learning set concept and opportunity to develop network
Benefit external networks can bring to the org and self
Seeing things from others perspectives
Wider contact network
I have learned how to learn and can support others in the same process
In my current job I use the facilitation techniques with a team of Directors and
constantly challenge their thinking and how they see situations or make assumptions.
Someone recently joined the team and commented on this and how I had grown
personally
More sensitive to needs of others and able to adopt my approach more flexibly and
effectively
Time to reflect and understand others perspectives
Valuing all contributions – not just one way of doing things
Challenges the Organisation

Tests maturity of the organisation to cope with SML ways of working and some struggle
with the challenge/support style.
Timing crucial, development agreement needed to be able to flex and meet real existing
development opportunities

Introduce New Ideas
Added value to clients, easier to sell own services
New knowledge and skills brought back to workplace, useful contacts made with other
organisations
More impactful contribution to management team, ability to see bigger picture, more
productive and confident, greater open mindedness
Measurable development of a very profitable niche business (short term and legacy)
External resources to draw on in problem solving process, innovative approaches for
people development in the organisation
More effective as developer and able to express my creativity due to increased
confidence and techniques learnt and practised
Opened me up more to looking at and introducing ideas and concepts used in other
companies
Broadened my thinking to bring new ideas, new methodology, challenge the current
practices
Better Understanding of Business

Self reliant, prepared to ask right questions, broader understanding of the business,
helping others to determine their own measures
Development of skills, knowledge and confidence in my abilities, direct link into ‘real’
issues to be addressed
More flexible approach to decision making and more inclusive of others in process
A matured view
Learning through work projects, choosing topics relevant to the organisation
Very much connected with work as one develops the issues and finds time to address
them
Bridging academia and practice
Non-Benefits for the Organisation:

Will probably leave on completion
Senior managers find it threatening and avoid participating to the full; those who are
committed are then frustrated by this reaction
It changes you a lot to the extent I no longer ‘fit’ the organisation
Left organisation 6 months after graduation
In my organisation management regard questioning as a threat and annoyance
Don’t wish to sound negative but I am not sure my organisation knows what an SML
programme is
None that would not have acquired as the results of any other programmes, non-
benefits have been related to time spent on residential, set meetings, etc

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Self Managed Learning:

Development for the 21st Century

Appendix 1 - The Survey 19

Appendix 2 - Benefits to the Individual 25

Appendix 3 - Benefits to the Organisation 30

Research Report for Roffey Park Management Institute

Valerie Garrow Self Managed Learning - Page 1

Self Managed Learning (SML) Defined

Correct language is of prime importance and Cunningham criticises Easterby-Smith’s

Key Features of a true SML programme

Valerie Garrow Self Managed Learning - Page 2

Blueprint for a typical SML programme (Constable, 1995)

Self Managed Learning Programme

Phase 1 (30%) Phase 2 (70%)

Development of Agreement of learning Contract Work on Individual Final

Start-up Set Workshop Set Set Set Workshop Set

Valerie Garrow Self Managed Learning - Page 3

The Self Managed Learning

Transparency Strength Open to individual

SML as an Approach to Learning

Valerie Garrow Self Managed Learning - Page 4

Set Guidelines and Behaviours

A dialogue with learning at its centre

Cunningham (1994) describes these relationships as ‘Equality without conformity’ and

Valerie Garrow Self Managed Learning - Page 5

Self-awareness has become an increasingly popular concept in occupational psychology

Valerie Garrow Self Managed Learning - Page 6

Relationships within the Organisation

Particular aims identified by three organisations:

Shell graduate programme (Netherlands & UK)

ICL (Stothart, 1995)

Hiram Walker Agencies (Hurley, 1993)

Valerie Garrow Self Managed Learning - Page 7

Hiram Walker Agencies made use of:

Other organisations made use of:

Valerie Garrow Self Managed Learning - Page 8

3. Defining the territory:

Valerie Garrow Self Managed Learning - Page 9

Individuals who choose SML

Valerie Garrow Self Managed Learning - Page 10

I am more deliberate in linking my job activities to business goals

Valerie Garrow Self Managed Learning - Page 11

Motivational Learning: As described in the literature review, this is a response to a higher

The stretching of limitations is a common theme in the responses:

The sense of self-fulfilment attained is described by another:

Valerie Garrow Self Managed Learning - Page 12

‘I always review my learning with managers and directors’

I still need to work at ‘reflecting’ on the learning

Relationships within the Organisation

Examples of other relationships developed as a result of an SML programme include: roles in

Resources used for SML

Valerie Garrow Self Managed Learning - Page 13

In a sense I have jumped outside my safety zone and it is an uncomfortable experience.

Valerie Garrow Self Managed Learning - Page 14

Several participants describe the SML approach as a painful or uncomfortable experience

Changing my personal styles and behaviours, both difficult and beneficial.

Better Performance at Work

Valerie Garrow Self Managed Learning - Page 15

It changes you a lot to the extent I no longer ‘fit’ the organisation

Valerie Garrow Self Managed Learning - Page 16

However organisational benefits are dependent on a commitment by the organisation to

Valerie Garrow Self Managed Learning - Page 17

Atwater, L. E., Yammarino (1995) Antecedents and Consequences of Self-Other Rating

Constable, A. (1995) Self-Managed Learning. The Financial Times Handbook of Management