The influence of learning styles on knowledge acquisition in public sector management

This research note outlines a project designed to investigate the role of training institutions in providing effective training and development programmes for managers. The investigation is being carried out in the light of recent criticisms levelled against the nature of formal learning environments prevalent in most institutional settings. The traditional role of trainers and developers as the providers of knowledge and skills for the development of competent managers runs contrary to recent findings, which suggest that managers learn more effectively in informal settings, rather than the formal settings evident in many development programmes. The idea that explicitly extracted competencies are the target every manager should aim for to improve their effectiveness is also challenged because competencies alone are no longer regarded as a sufficient criterion for success. Recent research has attached greater importance to the need for helping managers to see knowledge as a social phenomenon, and one factor that might distinguish successful managers from others is tacit knowledge (Wagner & Sternberg, 1987; Argyris, 1999). A major focus of this study is to explore the possibility that the level and content of tacit knowledge acquired by managers may be influenced by their individual learning styles, and the degree to which their dominant styles are matched with the context of their work environment

Experiential learning and the acquisition of managerial tacit knowledge

Tacit knowledge is believed to be one factor that distinguishes successful managers from others. We sought to determine whether levels of accumulated managerial tacit knowledge (LAMTK) were associated with managers' dominant learning styles. Instruments used in the study, involving 356 Malaysian public sector employees, included Sternberg et al.'s (2000) Tacit Knowledge Inventory for Managers and a normative version of Kolb's (1999a) Learning Styles Inventory (LSI-Ill). Findings suggest that LAMTK is independent of the length of subjects' general work experience, but positively related to the amount of time spent working in a management context. Learning styles also had a significant relationship. Subjects who spent most of their time performing management functions and whose dominant learning styles were accommodating had significantly higher LAMTK than those with different learning styles. We also found support for the belief that learners with a strong preference for all four different abilities defined in Kolb's learning theory may be critical for effective experiential learning

An engineering design knowledge reuse methodology using process modelling.

This paper describes an approach for reusing engineering design knowledge. Many previous design knowledge reuse systems focus exclusively on geometrical data, which is often not applicable in early design stages. The proposed methodology provides an integrated design knowledge reuse framework, bringing together elements of best practice reuse, design rationale capture and knowledge-based support in a single coherent framework. Best practices are reused through the process model. Rationale is supported by product information, which is retrieved through links to design process tasks. Knowledge-based methods are supported by a common design data model, which serves as a single source of design data to support the design process. By using the design process as the basis for knowledge structuring and retrieval, it serves the dual purpose of design process capture and knowledge reuse: capturing and formalising the rationale that underpins the design process, and providing a framework through which design knowledge can be stored, retrieved and applied. The methodology has been tested with an industrial sponsor producing high vacuum pumps for the semiconductor industry