A conceptual model of management learning in micro businesses

Abstract

PurposeThis article proposes the development of a conceptual model to help understand the nature of management learning in the micro business context and to inform research and policy discourse.Design/methodology/approachThe model is developed on the basis of a literature search and review of academic and grey literature.FindingsThe model highlights the unique nature of the micro business learning environment. Meeting the diverse interests of micro business managers is a major challenge for agencies seeking to promote and deliver management and leadership skills. An intervention approach founded upon the relationship between the micro business manager and the intervention agency is crucial to the successful design and delivery of relevant services.Research limitations/implicationsThe research identified a lack of literature associated with learning in the micro business context. The model should therefore be considered as partial, to be tested in practice and subject to revision as new understanding unfolds.Practical implicationsThe conceptual model suggests that the foundation of successful intervention should be the interests of the managers themselves. Closer relationships between a flexible supply‐side and the micro business manager provide the foundation to improve the relevance of these interventions in the micro business context and to encourage access to learning opportunities amongst the employed workforce.Originality/valueThe research subject and the development of a unique conceptual model may be of use to researchers, practitioners, and policy makers.

Firm size and skill formation processes: an emerging debate

“…These twin themes of learning informally through doing and through (largely unstructured) interactions with social, kinship and business networks have been re-affirmed through numerous studies of small businesses (e.g. Kerr and McDougall 1999;Dalley and Hamilton 2000;Skinner et al 2003;Devins et al 2005;Holden et al 2006). Such studies 6 have consistently indicated that certain characteristics inherent in the small firm (e.g.…”

From Facilitated to Independent Tourism Learning Networks: Connecting the Dots

“…A number of data collection techniques were applied to build 'thick description' (Geertz, 1973) of both the facilitated TLN and post-participants' learning interactions, in pursuit of a theoretical basis for addressing future events. Benefitting from unbridled open access to the TLN and participant environments, the authors observed the TLN support office and TLN activity during each programme cycle; performed interim focus group sessions, and reviewed participant, facilitator and public documentation relating to the TLN in order to capture a range of owner/entrepreneur experiences, attitudes, opinions, and preferences (as recommended by: Patton, 1990;Devins et al, 2005). The authors are also documenting post-TLN learning interactions in a case ELC in a similar manner, the advantage of which is the capture of general relations 'in vivo", as alluded to by Glaser & Strauss (1967).…”

“…These strategies may include the establishment of network resources, symbols and events -for example through peer and individual learning interventions, an interactive website, or residential workshops. These interventions are enhanced through the application of 'learning sets' (Devins et al, 2005;Lynch and Morrison, 2007;Kelliher et al, 2009), where network members are paired with experienced facilitators, and are encouraged to share their learning expectations, building the foundations of trustful learning relationships. Ultimately, the goal is for learners to think more strategically about their learning needs (Devins et al, 2005;Hannon et al, 2000;Morrison and Teixeria, 2004), in order to enable and enhance individual learning (Gregory, 1994) through the social structures and relationships of the learning community (Lave and Wenger, 1991).…”

“…These interventions are enhanced through the application of 'learning sets' (Devins et al, 2005;Lynch and Morrison, 2007;Kelliher et al, 2009), where network members are paired with experienced facilitators, and are encouraged to share their learning expectations, building the foundations of trustful learning relationships. Ultimately, the goal is for learners to think more strategically about their learning needs (Devins et al, 2005;Hannon et al, 2000;Morrison and Teixeria, 2004), in order to enable and enhance individual learning (Gregory, 1994) through the social structures and relationships of the learning community (Lave and Wenger, 1991). The TLN equates to a psychological contract 2 of sorts, where the participant expects a learning environment where resources can be leveraged to assist individual learning and development and providers of such programmes expect that participants will contribute to the wider social learning process and demonstrate a degree of learning and business development in return.…”

Facilitating Cross-Border Rural Micro-Firm Knowledge Exchange

“…The constrained resource realities of micro-firms (Devins et al, 2005;Kelliher and Reinl, 2009) result in knowledge demands which centre on the acquisition of immediately applicable solutions to urgent operational needs of the business (Noel and Latham, 2006). Limited engagement in knowledge exchange activities inhibits micro-firm development Phillipson et al, 2004) and may eventually contribute to business failure (Comhar Sustainable Development Council, 2009).…”