The Efficiency Challenge: Creating a Transformative Learning Experience in a Principles of Management Course

Abstract

This article describes the results of the "Efficiency Challenge," a 10-week, Principles of Management course activity that uses reflection and goal setting to help students understand the concept of operational efficiency. With transformative learning theory as a lens, we base our report on 4 years' worth of student reflections regarding their experiences and the evolution of the activity. The students report identifying explicit behaviors and uncovering implicit, unconscious aspects of those behaviors that they then have the opportunity to evaluate and change, if desired. We have also learned that a traditionally mechanistic, linear, causal, and rational approach can be transformed into a more holistic one by systematically introducing new experiences into the learning cycle, especially the link between studentlearning-through-experience and empowerment. The goal of this article is twofold: explore the application of transformative learning activities in the This article is part of the Special Issue "Introduction to Management Courses"

Critical reflection, unlearning, and engagement

“…Although the role of critical reflection in enhancing individual unlearning has been discussed conceptually and studied qualitatively in the transformative learning literature (e.g. Durant et al, 2016; Mezirow, 1990, 1991; Sherlock and Nathan, 2008), this study contributes to the existing research by quantitatively confirming the insufficiently proven relationship.…”

“…For example, Mezirow proposed a model of transformative learning with the following 10 steps: (1) a disorienting dilemma, (2) a self-examination with feelings of guilt or shame, (3) a critical assessment of assumptions, (4) a recognition of shared discontent, (5) an exploration of new roles, (6) the development of a course of action, (7) the acquisition of knowledge/skills to implement one’s plan, (8) a provisional trial of new roles, (9) the development of competence/confidence, and (10) a reintegration into life (Brock, 2012; Mezirow, 2000). This model, which has been widely used in adult learning and higher education (Durant et al, 2016), suggests that multiple reflective steps are necessary to change an individual’s beliefs and knowledge.…”

Evaluation of the implementation of Batik-skills training program

“…Training can address gap issues between education and industry needs. Perhaps one of the most ambitious challenges currently that instructors of introductory management courses have to deal with is their desire to make their courses more relevant and meaningful for today's learners, including students with little or no work experience (Wright & Gilmore, 2012 in Durant, Carlon, & Downs, 2017).…”

Management Education in Turbulent Times

“…For our members, in common with the authors of the Journal of Management Education , the sites of inquiry are varied, ranging anything from the traditional classroom and lecture theatre (cf. Durant, Carlon, & Downs, 2016; Dyer & Hurd, 2016) to organizational setting where researcher–practitioner working spaces generate insights through action-oriented, collaborative research (cf. Cunliffe & Scaratti, 2017; Radaelli, Guerci, Cirella, & Shani, 2014).…”