Pro‐growth small businesses: learning “architecture”

Abstract

Internationally, a certain market failure has become apparent in terms of the effective engagement of small business owner-managers in business support programs, and in the wider concept of life long learning. There exists a cultural gap between support agencies and the small business sector's perceptions of the utility of formal support and learning interventions to the business performance of their business. Therefore, this paper extends knowledge and understanding within this context relative to what constitutes small business owner-managers' learning disposition, means, obstacles and organisation to be confronted and what form of new 'architecture' needs to be designed to support learning. A theoretical framework supports the analysis of findings from a research project based in Melbourne, Australia, which serves to illuminate pertinent issues towards informing more sensitised support interventions with respect to pro-growth small businesses. Specifically, the attribute of a learning culture was identified as a factor contributing to growth in small businesses, and may represent a distinguishing characteristic between effective and non-effective economic performers.

Firm size and skill formation processes: an emerging debate

“…These ongoing developments are very much to be welcomed, and we can now talk with some confidence about the need to recognise the distinguishing features of the 'learning architecture' (Jenlink, 1994;Morrison and Bergin-Seers, 2002) of small firms. Specifically, we can highlight the scarcity of dedicated training functions in small businesses, their very limited resources, a need for training that meets immediate requirements, and the central role played by informal and networked learning.…”

“…Thus, it is ultimately argued, while a highly structured, formalised and bureaucratic approach to skill development is likely to be inappropriate for most small firms, this should not be equated with the rejection of formal training as a legitimate method of learning. A more balanced and nuanced analysis should instead be adopted; one that acknowledges the heightened importance of an informal 'learning architecture' (Jenlink 1994;Morrison and Bergin-Seers 2002) among small businesses, but also accepts that formal training potentially has much to offer within that architecture -particularly if presented, delivered and targeted in appropriate ways.…”

Modelling self-regulated learning strategies in early-stage entrepreneurs: the role of intentionality and interaction

“…Results of the study by Lans et al (2004) suggested that non-formal and informal learning seem to play an especially important role in the competence development of entrepreneurs. Similarly, Morrison and Bergin-Seers (2002) report that the owner-managers in their sample expressed a disinclination to participate in formal learning programmes, and exhibited a disposition towards learning in a practical and experiential way, mainly through informal mediums, with the preferred model being networks. Boekaerts and Minneart (1999, p.536) outline a number of attributes of informal learning, which link self-regulated learning to the informal learning context, and as such, are important considerations in the present investigation:…”

Empirical and Explanatory Approach of Support Effect on Newly Created Firms’ Performance

“…In the same vein, it is desirable that the leader of growing SMEs be accompanied by a mentor. Indeed, his learning would be facilitated by a mentor who would be able to transform his own knowledge and make it compatible with those of the novice entrepreneur (Morrison and Bergin-Seers, 2002). Mentoring is also very relevant in the context of personal development of small business leader (Hudson-Davies et al, 2002); the mentor can play a positive role model, inspiring the novice entrepreneur to continue seeking for excellence (Lockwood et al, 2002).…”