Designing Meaningful Learning Situations in Management: A Contingency, Decision Tree Approach

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Academy of Management


This article presents a conceptual framework for determining the appropriate pedagogical techniques in management teaching/training and learning situations. The author notes that the design of effective learning situations requires careful consideration of at least eight input variables or situational contingencies. These variable are course or class goals, course or class content, student motivation, student skills, facilities, resources and norms, institutional and professional pressures or concerns, instructor skills and values and developmental nature of the learning process. The proposed conceptual framework and model are offered as one possible guide for considering the contingencies critical to the design of an effective management course.


http://www.jstor.org/stable/257204 Reprinted in Essentials of Industrial and Organizational Psychology, R. Dipboye (Ed.), 3rd Ed, New York: Dorsey, 1986.