Niet bij vis alleen: Houvast voor adviseurs om leren te stimuleren

Fer van den Boomen

doi:10.3990/1.9789036561891

Niet bij vis alleen: Houvast voor adviseurs om leren te stimuleren

Translated title of the contribution: Not just fish: How management consultants can stimulate learning processes

Fer van den Boomen

Industrial Engineering & Business Information Systems

Research output: Thesis › PhD Thesis - Research UT, graduation UT

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Abstract

According to the literature, management consulting is not only about fixing problems (‘giving fish’): it is also about enabling clients to realize sustainable change (‘teaching how to fish’). However, stimulating learning can be quite a challenge for management consultants in practice.

In this thesis, the task of management consultants is approached as ‘shaping an appropriate learning environment for their clients’. The focus of this thesis is on how management consultants stimulate learning processes within the client system to get the desired results: especially in dealing with complex problems that require innovation, hence 2nd order learning by the client. Three studies were conducted to design an action repertoire which management consultants can use in practice.

In the first study, 51 management consultants were interviewed about their work. Grounded Theory was used to analyze the transcripts. The ‘espoused theory’ of management consultants appears to consist of four different roles which they undertake to stimulate learning processes within the client system.

In the second study, the focus was turned to the ‘theory in use’ by management consultants to stimulate 2nd order learning processes within the client system. Exemplary practice research was used to reflect systematically on the ‘striking moments’ of 18 management consultants in practice. Comments from another 95 management consultants were obtained on the outcomes of this reflection. Subsequently, ten principles were designed which management consultants can use to stimulate 2nd order learning processes within the client system. The four roles from study 1, combined with study 2’s ten principles, resulted in 40 options that management consultants may use in a heuristic manner. The pragmatic validity of this action repertoire was confirmed by 43 management consultants.

In study 3, the action repertoire was also validated by means of a systematic literature review of management consulting.

Translated title of the contribution	Not just fish: How management consultants can stimulate learning processes
Original language	Dutch
Qualification	Doctor of Philosophy
Awarding Institution	University of Twente
Supervisors/Advisors	Wilderom, Celeste P.M., Supervisor van Uden, Jacco, Co-Supervisor, External person Beltman, Schelte, Co-Supervisor, External person
Thesis sponsors	The Hague University of Applied Sciences
Award date	13 Sept 2024
Place of Publication	Enschede
Publisher	University of Twente
Print ISBNs	978-90-365-6188-4
Electronic ISBNs	978-90-365-6189-1
DOIs	https://doi.org/10.3990/1.9789036561891
Publication status	Published - 13 Sept 2024

Keywords

Management consulting
Learning
Theory-of-action
Innovation

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10.3990/1.9789036561891

PhD thesis F.F.M. van den BoomenFinal published version, 9 MB

Cite this

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title = "Niet bij vis alleen: Houvast voor adviseurs om leren te stimuleren",

abstract = "According to the literature, management consulting is not only about fixing problems ({\textquoteleft}giving fish{\textquoteright}): it is also about enabling clients to realize sustainable change ({\textquoteleft}teaching how to fish{\textquoteright}). However, stimulating learning can be quite a challenge for management consultants in practice. In this thesis, the task of management consultants is approached as {\textquoteleft}shaping an appropriate learning environment for their clients{\textquoteright}. The focus of this thesis is on how management consultants stimulate learning processes within the client system to get the desired results: especially in dealing with complex problems that require innovation, hence 2nd order learning by the client. Three studies were conducted to design an action repertoire which management consultants can use in practice. In the first study, 51 management consultants were interviewed about their work. Grounded Theory was used to analyze the transcripts. The {\textquoteleft}espoused theory{\textquoteright} of management consultants appears to consist of four different roles which they undertake to stimulate learning processes within the client system. In the second study, the focus was turned to the {\textquoteleft}theory in use{\textquoteright} by management consultants to stimulate 2nd order learning processes within the client system. Exemplary practice research was used to reflect systematically on the {\textquoteleft}striking moments{\textquoteright} of 18 management consultants in practice. Comments from another 95 management consultants were obtained on the outcomes of this reflection. Subsequently, ten principles were designed which management consultants can use to stimulate 2nd order learning processes within the client system. The four roles from study 1, combined with study 2{\textquoteright}s ten principles, resulted in 40 options that management consultants may use in a heuristic manner. The pragmatic validity of this action repertoire was confirmed by 43 management consultants. In study 3, the action repertoire was also validated by means of a systematic literature review of management consulting. ",

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AB - According to the literature, management consulting is not only about fixing problems (‘giving fish’): it is also about enabling clients to realize sustainable change (‘teaching how to fish’). However, stimulating learning can be quite a challenge for management consultants in practice. In this thesis, the task of management consultants is approached as ‘shaping an appropriate learning environment for their clients’. The focus of this thesis is on how management consultants stimulate learning processes within the client system to get the desired results: especially in dealing with complex problems that require innovation, hence 2nd order learning by the client. Three studies were conducted to design an action repertoire which management consultants can use in practice. In the first study, 51 management consultants were interviewed about their work. Grounded Theory was used to analyze the transcripts. The ‘espoused theory’ of management consultants appears to consist of four different roles which they undertake to stimulate learning processes within the client system. In the second study, the focus was turned to the ‘theory in use’ by management consultants to stimulate 2nd order learning processes within the client system. Exemplary practice research was used to reflect systematically on the ‘striking moments’ of 18 management consultants in practice. Comments from another 95 management consultants were obtained on the outcomes of this reflection. Subsequently, ten principles were designed which management consultants can use to stimulate 2nd order learning processes within the client system. The four roles from study 1, combined with study 2’s ten principles, resulted in 40 options that management consultants may use in a heuristic manner. The pragmatic validity of this action repertoire was confirmed by 43 management consultants. In study 3, the action repertoire was also validated by means of a systematic literature review of management consulting.

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ER -

Niet bij vis alleen: Houvast voor adviseurs om leren te stimuleren

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