| In a rapidly-changing environment it is essential that organisations identify effective ways to develop and enhance management skills and capabilities (Armstrong and SadlerSmith, 2008), with management development programs well-established as a common approach to addressing these needs (Cunningham, 2012). Keeping management capabilities relevant and aligned with organisational strategies and objectives is critical not only for the individuals involved, but also for the potential impact on the effectiveness of their employees. Given the importance of management development, there is a need to consider strategically appropriate approaches to the design of learning interventions for this audience. Traditional adult learning literature emphasises that mature learners prefer self-direction and active learning that draws on their own experiences, they also need to see the value of learning and possess a readiness to learn (Knowles, 1980). These principles have been used to argue for more effective education and training, as well as being applied to on-the-job training. It seems however that many organisations are reconsidering their investment in broader formal education, in favour of more informal approaches to learning such as mentoring, temporary assignments, stretch assignments, and job rotation (Cunningham and Hillier, 2013). What is missing in the current literature is an understanding of whether this shift in focus is sought by the managers themselves. There are also questions relating to what managers as learners are looking for in their development, and their perceptions of informal approaches versus formal ways of learning. Therefore, this paper explores specifically the ways in which managers have developed capabilities for their roles thus far, and their preferred approaches for future development. |