Transformative learning theory is a dominant approach to
understanding adult learning. The theory addresses the way our
perspectives on the world, others and ourselves can be challenged
and transformed in our ongoing efforts to make sense of the world.
It is a conception of learning that does not focus on the measurable
acquisition of knowledge and skills, but looks rather to the dynamics
of self-questioning and upheaval as the key to adult learning. In this
article, transformative learning theory is used as a lens for studying
learning in a competency-based, entry-level management course.
Instead of asking which knowledge and skills were developed and
how effectively, the research enquired into deeper changes wrought
by the learning experiences. The research found that for some
learners the course contributed to significant discontent as they
discovered that management practices they took to represent the
norm fell dramatically short of the model promoted in the training.