Leadership development through action learning: an executive monograph

2003 ◽  
Vol 16 (4) ◽  
pp. 6-14 ◽  
Author(s):  
Jennifer K. Bowerman
Keyword(s):  
Leadership Development ◽  
Action Learning

Opportunities and challenges of using an action learning set to enhance leadership development: a pilot evaluative study

Physiotherapy ◽  
2017 ◽  
Vol 103 ◽  
pp. e8
Author(s):  
R. Garrod ◽  
S. Harding ◽  
J. Head ◽  
A. Jepson ◽  
K. Minowa-Astridge ◽  
...  
Keyword(s):  
Leadership Development ◽  
Action Learning ◽  
Evaluative Study ◽  
Learning Set

scholarly journals Leadership development in SMEs: an action learning approach

2009 ◽  
Vol 6 (3) ◽  
pp. 243-263 ◽  
Author(s):  
Claire M. Leitch ◽  
Christel McMullan ◽  
Richard T. Harrison
Keyword(s):  
Leadership Development ◽  
Action Learning ◽  
Learning Approach

scholarly journals Academic leadership development programs: a model for sustained institutional change

2014 ◽  
Vol 27 (6) ◽  
pp. 1008-1024 ◽  
Author(s):  
Ortrun Zuber-Skerritt ◽  
Ina Louw
Keyword(s):  
Higher Education ◽  
Leadership Development ◽  
Institutional Change ◽  
Process Model ◽  
Academic Staff ◽  
Action Learning ◽  
Development Program ◽  
Theory And Practice ◽  
Content Type ◽  
Multiplier Effect

Purpose – The purpose of this paper is to evaluate a leadership development program (LDP) for senior academic staff on “qualitative research” after two years to establish the success, limitations and overall impact of the program in terms of personal, professional and organizational benefits. Design/methodology/approach – The paper presents the background, outline of the LDP and evaluation of results through participant feedback: at the end of the program; and after two years, using a “participatory action learning and action research” (PALAR) approach. Findings – All participants were very positive about the design, conduct and learning outcomes of the program in terms of their own and their students’ learning during and after the program. But although the workshop had prepared them, some had not cascaded their learning and skills by conducting similar programs in their department, faculty or university wide, which was one of the main original objectives to achieve a multiplier effect across the institution. The authors discuss various reasons for this shortcoming and develop a process model for positive institutional change management in higher education. Research limitations/implications – Medium- and long-term effects of an LDP need to be followed up after a timespan of one to three or five years to establish whether the development has been effective and sustainable and to learn from limitations and shortcomings for future R&D activities. Practical implications – The authors identify the limitations and suggest practical institutional changes that encourage cascading of learning in theory and practice with a multiplier effect. Social implications – The paper aims to assist higher education institutions to ensure sustainability in their LDPs. Originality/value – The process model for leadership development in higher education can be adopted, adapted or further developed by other scholars interested in designing, conducting and evaluating a sustainable LDP in their field and organization.

scholarly journals Action learning: ripples within and beyond the set

2017 ◽  
Vol 30 (2) ◽  
pp. 138-147 ◽  
Author(s):  
Robert James Warwick ◽  
Adam Palmer ◽  
Janet McCray
Keyword(s):  
Leadership Development ◽  
Single Case ◽  
Action Learning ◽  
Content Type ◽  
Practical Action ◽  
Study Approach ◽  
Single Person ◽  
The Individual ◽  
The Impact

Purpose This paper aims to explore the impact of action learning (AL) on an individual and an organisation, particularly the process by which each affected the other. The organisation is a UK National Health Service (NHS) Trust that includes two hospitals. Design/methodology/approach This is a single person case study involving a clinician, but the voice of an author can also be heard. It involves the experience of the individual as they experience AL as part of a leadership development programme leading to a postgraduate certificate. The authors explain their caution of the case study approach and in doing so offer their thoughts in how this paper could be read and impact on practice. Findings The authors show a process whereby an AL set participant moves from being confident about their project to one of uncertainty as the impact of the project ripples throughout the organisation. Through this process of unsettlement, the individual’s unnoticed assumptions are explored in ways that enable practical action to be taken. In doing so, the individual’s leadership and identity developed. Research limitations/implications This is a single person case study in one organisation, thus affecting wider generalisation. Originality/value This single case study contributes to the debate on critical AL and the use of AL in the NHS.

scholarly journals Blended Action Learning: Supporting Leadership Learning in the New Zealand ECE Sector

2021 ◽  
Author(s):  
◽  
Kathryn Ruth Thornton
Keyword(s):  
New Zealand ◽  
Leadership Development ◽  
Learning Process ◽  
Research Study ◽  
Action Learning ◽  
Information Communication ◽  
Learning Groups ◽  
Ict Tools ◽  
Professional Contexts

<p>The purpose of this research study was to explore the use of information communication technology (ICT) to support leadership development in the New Zealand early childhood education (ECE) sector. There is currently a lack of policy and provision supporting leadership development in this sector. Previous research has identified the value of leadership development programmes that encourage reflective practice, peer collaboration, and a focus on problemsolving in reallife situations. ICT has the potential to support leadership learning using action learning, a process that involves groups of learners working on issues or problems that they face in their professional contexts with the support of a facilitator. Although action learning groups most often meet facetoface, ICT is increasingly being used to support or in some cases replace traditional meetings. This research study, which took the form of interpretive case research, involved the establishment of two blended action learning groups facilitated by the researcher. The participants in this study both met facetoface in facilitated workshops and interacted online while back at their respective workplaces for ongoing reflection, discussion and the sharing of knowledge and resources. The open source software Moodle was the enabling technology used in this study and the ICTs employed included email, online reflective journals, forum discussions and chat sessions. A model of leadership learning using ICT was developed through the analysis of data from this study. This model illustrates the leadership journeys taken by participants who increased their awareness of leadership through a process of recognising, reflecting, realising and responding. This led to increased confidence in their leadership practice and in some cases resulted in a greater distribution of leadership. Four key factors contributing to the leadership learning process were identified to be the blended action learning process, the blended action learning groups, the ICT tools used and the role of the blended action learning facilitator who acted as both an enabler of learning and a trusted inquisitor. This study contributes to our understanding of the process of leadership development using ICT, in particular the role of the blended action learning facilitator and the process of leadership learning.</p>

scholarly journals An Evaluation of an Environmental Leadership Development Programme in New Zealand Today

2021 ◽  
Author(s):  
◽  
Stephen Philip Tully
Keyword(s):  
New Zealand ◽  
Leadership Development ◽  
Action Learning ◽  
Development Programme ◽  
Future Research ◽  
Leadership Theories ◽  
Environmental Leadership ◽  
Leadership And Management ◽  
Emerging Themes ◽  
Theories Of Leadership

<p>This study evaluated a leadership development programme for managers in the New Zealand Department of Conservation. The programme is one of several initiatives taken by the Department to adapt its leadership and management to best respond to a variety of challenges. Theories of leadership styles and the efficacy of leadership development are well established, however, little consensus has been researched on the construct of environmental leadership and what makes leadership development for environmental managers successful. This study, which involved a constructivist/interpretivist approach, used mixed methods of research to evaluate the leadership development programme from the experiences and views of the programme participants and some of their managers. Kraiger’s model of evaluation was used to design the evaluation which focused on the programme’s content and design and the changes in the participants. Data confirmed the programme is of high relevance to the participants in their roles as leaders. A number of emerging themes of environmental leadership behaviours resulting from the programme were identified and these are aligned with the literature on leadership and environmental leadership theories. Impacts for future research and practices are suggested such as improving the accessibility of action learning and clarifying the opportunities for incorporating systems thinking.</p>

Leadership Development via Action Learning

2010 ◽  
Vol 12 (2) ◽  
pp. 225-240 ◽  
Author(s):  
H. Skipton Leonard ◽  
Fred Lang
Keyword(s):  
Leadership Development ◽  
Action Learning
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