The lens of transformative learning allows us to examine the processes and outcomes of learning in a way that contrasts with approaches that focus on performances and other evidence of the
acquisition and synthesis of skills and knowledge. Using this lens
to research learning in a competency-based management program
helped to reveal learning experiences which are not generally
associated with competency-based training. The case study found that
a relatively large number of students experienced a transformation of perspective about management and their workplace. Talking to both
the learners and their trainers about these effects of the program, it
emerged that the triggering ‘dilemma’ for many of the participants
was the realisation that management practices with which they were
familiar—such as the practices in their current workplace—were at
odds with the model of management promoted in the program. In the
space of time after the course, these participants came to the decision
that they could no longer work with their employers, and either
planned to or did move to different employers. These ‘outcomes’ of
the program raise questions about the relationship of competency
standards to work practices. In the case of the management
competency standards, it could be that history holds the key to
understanding the effects of the program studied in this research.
The study also raises questions about the practice of sending a single
employee off to a training program, especially in the context of a role
that is deeply embedded in the social life of a workplace. Further
research into the implications of transformative learning in the
context of competency-based management training, focused perhaps
on curriculum content and the specifics of management practices
in the learners’ workplace, would be necessary to resolve these
questions. However, there can be no doubt that Mezirow’s (1991)
theory of transformative learning provides an illuminating framework
for exploring at least some areas of competency-based VET.
The lens of transformative learning allows us to examine the processes and outcomes of learning in a way that contrasts with approaches that focus on performances and other evidence of theacquisition and synthesis of skills and knowledge. Using this lensto research learning in a competency-based management programhelped to reveal learning experiences which are not generallyassociated with competency-based training. The case study found thata relatively large number of students experienced a transformation of perspective about management and their workplace. Talking to boththe learners and their trainers about these effects of the program, itemerged that the triggering ‘dilemma’ for many of the participantswas the realisation that management practices with which they werefamiliar—such as the practices in their current workplace—were atodds with the model of management promoted in the program. In thespace of time after the course, these participants came to the decisionthat they could no longer work with their employers, and eitherplanned to or did move to different employers. These ‘outcomes’ ofthe program raise questions about the relationship of competencystandards to work practices. In the case of the managementcompetency standards, it could be that history holds the key tounderstanding the effects of the program studied in this research.The study also raises questions about the practice of sending a singleemployee off to a training program, especially in the context of a rolethat is deeply embedded in the social life of a workplace. Furtherresearch into the implications of transformative learning in thecontext of competency-based management training, focused perhapson curriculum content and the specifics of management practicesin the learners’ workplace, would be necessary to resolve thesequestions. However, there can be no doubt that Mezirow’s (1991)theory of transformative learning provides an illuminating frameworkfor exploring at least some areas of competency-based VET.
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