Purpose: This paper explores the extent to which organizational learning is recognised through performance management systems as contributing to organizational effectiveness and competitive advantage. Methodology: It reviews several pieces of research, employing a wide range of methods, including: content analysis of managers’ reflections; questionnaires completed by managers and mentors; a large scale survey involving ethnography, interviews and questionnaires and; analysis of documents from professional bodies and management delivery centres. Findings: Genuine integration of individual and organizational goals or transfer of learning from the individual to the organization is not evident. Few qualitative measures of organizational performance are employed. The impact of metrics such as IiP or EFQM on organizational effectiveness is nor discernible. Management Learning and Development is rarely measured even when it is encouraged by the organization. There is a clear divide between research, teaching and learning and, workplace practice. Performance management systems create perceptions of unreliability and inequity. Research implications: Espousing the value of learning and learning to learn, measuring them accurately and rewarding them with meaningful changes to working life can only improve organizational effectiveness. Research into the few organizations that have successfully embraced triple loop learning in their development of managers may offer a template for transformational learning to sustain competitive advantage. Originality: Management Development processes have been successful in developing individuals but less successful in achieving organizational development. This paper offers new insights into that gap and the omissions in the metrics by which performance is measured. Keywords: management learning, performance, reward, triple loop Article Classification: Viewpoint

The study conducts an investigation into the interaction of three factors: ownership (public and private sector organizations), gender (male and female) and level of manager (senior, middle, junior) in relation to the concept of effectiveness in the Indian context. The study is based on a data set of primary responses from 200 Indian executives. Exploratory and confirmatory factor analysis was employed to retrieve and validate the instrument. Finally, 2×2×3 factorial ANOVA (GLM) was performed. First, the study proposes a valid and reliable measure of managerial effectiveness. Secondly, the interaction pattern of predictor variables in relation to managerial effectiveness provides further insights. Through its empirical evidence the study offers insight into issues of managerial effectiveness and provides suggestions for managerial action. The study attempted to gather the views of executives regarding issues of productivity, adaptability and flexibility as constructs of managerial effectiveness. Lastly, comparative analysis of different categories of managers (based on gender, organizational position, and institutional ownership status) provide an understanding of these issues in the Indian context.

This article explores the way in which professional management programmes are informed by research and workplace practice. The focus is on the areas of motivation, appraisal and the management of change. A longitudinal study using a mixed methods approach was used. Middle and senior managers engaged on professional management programmes were surveyed on workplace practice. Literature reviewed included syllabus guidelines from professional bodies and selected core textbooks. A content analysis revealed that there was a lack of congruence between what is taught to managers and workplace practice. However, research was found to have an impact on teaching and indirectly it influenced individual beliefs if not organisational practice. Conclusions indicate that professional management programmes are still failing to bridge the gap between syllabus content current research and workplace practice. There is little to show that the needs of Business are being satisfied compared to successful models embedded in other professions.

Purpose In a turbulent economic climate, characterised by pressures to improve productivity and reduce costs, leadership and performance management have a more central role in helping to ensure competitive advantage. This paper explores current demands on leaders; and endeavours to explore linkages between management education and agile leadership Design/methodology/approach Taking a grounded theory approach, this paper uses the concepts of volatility, uncertainty, complexity and ambiguity (VUCA) to investigate the impact on desired attributes of leaders and the extent to which this is underpinned by current management education programmes. It draws on the VUCA model of agile management to examine current practices and experiences and considers future trends. Empirical research includes case studies and analysis of management syllabuses. Findings Syllabuses do not reflect the attributes that organizations expect leaders to possess and are content driven rather than process focussed. VUCA is not yet mainstream in academic thinking. Practical implications There is a disparity between the output of Business Schools and the expectations of organizations. This may affect productivity. It is suggested that the use of live consultancies may provide a more beneficial management development experience. Originality/value This research opens an international debate that seeks to assess the relevance of current management education to the needs of organizations for agile, high performing leaders