A paradigm of learning: Amongst junior consultants at Andersen Consulting

The primary objective of this paper is to investigate how management consultants, at Andersen Consulting KB learn and develop professionally through their work. We have used an interpretative research approach called phenomenography in order to determine the various ways (conceptions) of learning that exist among a group of consultants, ranging from one to four years of experience. In connection with this objective, we have compiled a model of essential competencies that have assisted the process of development, and in effect, influenced how the consultants learn. Our intention with this twofold approach is to try and gain a more comprehensive picture of the phenomenon of learning. We have avoided getting bogged down in the `official' AC interpretation of competency by relating solely to statements made concerning the consultants' experiences. It is assumed, in many cases, that the official structures designed to facilitate learning are the main cause of development among the employees of knowledge intensive organizations; i.e. training, monitoring, counseling, etc. Is this really the case? Andersen Consulting International spends 10% of its revenue on training consultants at their educational facilities located primarily in Chicago St. Charles. However, in this paper, it was discovered that the courses aimed at consultants at the level of focus (1-4 years) were not really of great benefit. The consultants learn mainly on the job and this is largely due to their experiences with other people and through doing their assigned tasks