ABSTRACT
This chapter presents a conceptual model derived from an empirical study of self-managed learners. It proposes that key capabilities can be identified in the personal and social domains that may be able to predict a positive or negative orientation to learning which relies on self-development as a key strategy.
The model is based on evidence drawn from a detailed two-year evaluation study of a post graduate, post-experience management development programme based on the concept of management self-development.
Lynda Stansfield explores the implications of a model of capabilities needed by the responsive self-developer, in particular the apparent desirability of pro-active and creative learning approaches, and the difficulties these can present to less adventurous learners. She concludes by suggesting how this conceptual model of the responsive self-developer may be used by others wishing to encourage greater independent and interdependent learning.
