Leadership Development via Action Learning

Leonard, H. Skipton; Lang, Fred

doi:10.1177/1523422310367800

Cited by 62 publications

(51 citation statements)

References 15 publications

(17 reference statements)

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“…Past studies on learning methods also showed that action learning is an effective method for the development of specific leadership skills (e.g., Skipton Leonard & Lang, ). Adopting an action‐learning approach can thus be helpful for the development of transformational leadership; this in turn may lead to increased perceptions of job characteristics and employee commitment.…”

Section: Discussionmentioning

confidence: 99%

Transformational Leadership and Organizational Commitment: The Mediating Role of Job Characteristics

Gillet

Vandenberghe

2014

Human Resource Dev Quarterly

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Although the contribution of transformational leadership to employee organizational commitment is well documented, the mechanisms that explain such relationship remain unclear. In the present research, we propose that transformational leadership can influence organizational commitment through impacting followers’ perceptions of job characteristics (i.e., feedback from job, task variety, and decision‐making autonomy). Structural equation modeling analyses conducted on a sample of employees from multiple organizations in France (N = 488) found the relationships between transformational leadership and four components of organizational commitment (i.e., affective, normative, perceived sacrifice, and few alternatives commitment) to be partly mediated by followers’ perceptions of task characteristics. We discuss the relevance of these findings for theory and human resource development.

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Section: Discussionmentioning

confidence: 99%

Transformational Leadership and Organizational Commitment: The Mediating Role of Job Characteristics

Gillet

Vandenberghe

2014

Human Resource Dev Quarterly

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“…'Doing things differently' may involve new ways of framing, new perspectives, new language or new ways of thinking about work (Rigg 2005, 64). In the context of leadership development, research has shown that learning transfer can be optimised through action learning (Leonard and Lang 2010). Fundamentally, because it generates actionable solutions, for which individuals are accountable, to real and important practice related problems, it provides the necessary conditions for transferrable learning (Hicks and Peterson 1999).…”

Section: Learning Transfermentioning

confidence: 99%

Action learning: how learning transfers from entrepreneurs to small firms

Jones

Sambrook

Pittaway

et al. 2014

Action Learning: Research and Practice

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The paper presents research with small and medium enterprise (SME) owners who have participated in a leadership development programme. The primary focus of the paper is on learning transfer and factors affecting it, arguing that entrepreneurs must engage in 'action' in order to 'learn' and that under certain conditions they may transfer learning to their firm. The paper draws on data from 19 focus groups undertaken from 2010 to 2012, involving 51 participants in the LEAD Wales programme. It considers the literatures exploring learning transfer and develops a conceptual framework, outlining four areas of focus for entrepreneurial learning. Utilising thematic analysis, it describes and evaluates what (actual facts and information) and how (techniques, styles of learning) participants transfer and what actions they take to improve the business and develop their people. The paper illustrates the complex mechanisms involved in this process and concludes that action learning is a method of facilitating entrepreneurial learning which is able to help address some of the problems of engagement, relevance and value that have been highlighted previously. The paper concludes that the efficacy of an entrepreneurial learning intervention in SMEs may depend on the effectiveness of learning transfer.

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“…The semi-structured interview was used as the data-collection tool (Silverman 2016) and either applied to a one-to-one interview situation with participants or as a focus group interview. The face-to-face individual interviews were used with the service-user and family carer and with students who could not attend a focus group.…”

Section: Methodsmentioning

confidence: 99%

“…Application of purposive sampling techniques (Silverman 2016) resulted in the following stakeholder groups participating in the study:…”

Section: Samplementioning

confidence: 99%

Stakeholder Perspectives of an Approach to Healthcare Leadership Development through Use of a Multidimensional Leadership Development Conceptual Model

2017

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Leadership is often the driver used to transform healthcare services. Healthcare leadership development is often situated around conceptual frameworks or leadership development models. The aim of the study reported here was to evaluate multistakeholder perspectives on leadership development when applying a Multidimensional Leadership Development Conceptual Model to post-graduate healthcare leadership programmes at a university in England. This exploratory qualitative study of healthcare leadership development comprised face-to-face interviews. Six interviews were undertaken with academics from a post-graduate leadership programme team, a family carer and service-user of health care services, and current United Kingdom students and former United Kingdom and international students who had undertaken the leadership development programme. Transcripts were thematically analysed. Three themes emerged: Expectations of the contemporary healthcare leader; Experiences of the Multidimensional Leadership Development Conceptual Model on leadership development; and Improvements to the model. We conclude that framing post-graduate leadership programmes around a conceptual model can aid identification of the key components required for effective leadership development. Evidence-informed recommendations are provided which seek to optimise healthcare leadership development using a leadership development conceptual model which (1) represents the values and beliefs of all stakeholders involved; (2) is reviewed annually to critically explore the internal and external evidence base for leadership development; gain stakeholder consensus of expectations of the healthcare leader; and provide the reality check to ensure a 'fit for purpose' programme; and (3) is constructively aligned to leadership programme curricula with sufficient flexibility to tailor an effective teaching and learning platform for preparing the individual leader, noting unique circumstances and contexts.

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Leadership Development via Action Learning

Cited by 62 publications

References 15 publications

Transformational Leadership and Organizational Commitment: The Mediating Role of Job Characteristics

Transformational Leadership and Organizational Commitment: The Mediating Role of Job Characteristics

Action learning: how learning transfers from entrepreneurs to small firms

Stakeholder Perspectives of an Approach to Healthcare Leadership Development through Use of a Multidimensional Leadership Development Conceptual Model

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