Identity Matters: Learning and Managing at the Frontline.

Autor/in	Mulcahy, Dianne
Titel	Identity Matters: Learning and Managing at the Frontline.
Quelle	(2001), (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Administrator Responsibility; Administrator Role; Adult Education; Competency Based Education; Demonstration Programs; Developed Nations; Foreign Countries; Identification (Psychology); Inplant Programs; Inservice Education; Lifelong Learning; Management Development; Perspective Taking; Role Perception; Self Concept; Australia + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Developed countries; Industriestaat; Industrieland; Ausland; Betriebliche Weiterbildung; Berufsbegleitende Ausbildung; Life-long learning; Lebenslanges Lernen; Zukunftsperspektive; Role conception; Rollenverständnis; Selbstkonzept; Australien
Abstract	Drawing on data collected in a national evaluation, this paper explores the contribution of Frontline Management Initiative (FMI) to the practice of management learning in selected enterprises in Australia. (A competence-based management development strategy, FMI places learning in an organization and links management performance to the achievement of business outcomes.) Initially, some discourses on management and learning are presented as background to this exploration. The argument is made that "identity work" is central to FMI. Excerpts from participants' accounts indicate managers not only learn to manage by means of acquiring or demonstrating skills, but also by negotiating particular types of identity for themselves with respect to managing, e.g. business manager, strategic manager, and "high performing manager." Managers are also shown to assume certain kinds of social roles proposed for them in standards set for achieving competency in front line management, although some participants in the program are shown extending these roles and indicating that front line management can be conceived and practiced in a variety of ways. In analyzing these participants' accounts of the FMI, the authors say that what emerges is a more complex image of managers actively exploring the indistinctness of their role boundaries and constructing various identity positions, including business manager, strategic manager, coach, educator, learning leader, professional developer, and organizational developer. (Contains 10 references.) (YLB)
Anmerkungen	For full text: http://www.avetra.org.au/PAPERS%202001/mulcahy.pdf.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC