The Role of Effective Leadership in the transformation to a Learning Organisation: An action research perspective

Aim and Research Question This paper looks at the role of the leadership provided by unit managers in establishing the processes and practices implementing the transition to a learning organisation. This action research study... [ view full abstract ]

Aim and Research Question

This paper looks at the role of the leadership provided by unit managers in establishing the processes and practices implementing the transition to a learning organisation. This action research study included an exploration of the influence of leadership in the transformation to a learning organisation. The research question in this study is “how can leadership in an organisation facilitate the transformation to a learning organisation”? 

Due to competition and rapid technological changes, organizations leaders must become adaptive and agile in their leadership approaches to remain viable. There is a wide range of research on different types of leadership in the literature and the characteristics of effective leadership. Senge (1990) outlines three roles of leaders in a learning organisation as designers, teachers and stewards. He argues that a key role of senior leadership should be the redistribution of leadership across all levels in the organisation; this he states will be comprised of different individuals with distinct skillsets and management styles (Senge, 2006). Perhaps the most significant characteristic of a learning organisation is continuous learning that facilitates transformation (Watkins and Marsick, 1993).

Design/Methodology/Approach

This study adopted a mixed methods approach; this meant data was collected using multiple questionnaires and semi-structured interviews to enable the research question to be answered. The choice of the methods in this study describes the reason for adoption (Crotty, 1998). Action research is a meta-method that does not prescribe the methods to be employed in research. A mixed method methodology is a common approach adopted by the subjectivist to gain a deep understanding of phenomena through the meanings humans attach to events experienced (Saunders et al., 2000).

Findings

The study presents the findings from four different questionnaires and the semi-structured interviews that were used with employees and their line managers to help me answer the research questions. This study is based on both qualitative and quantitative study conducted on three courses namely: CPD in Supervisory Manager, Certified Energy Manager and Boiler Operative Accreditation Scheme between 2011 and 2013. The data was collected using questionnaires and semi-structured interviews before and after the training programs.

In reviewing the findings from the semi-structured interviews, this was conducted with 11 line managers and 23 delegates sampled 6-9 months after training. The research set out to examine the transfer of learning by the learners back to the workplace and the impact this had on the individual, team, business and client.

The early research showed limited transfer of learning to workplace performance. The unit managers organised learning meetings with staff to set out both the unit’s goals and the related learning/performance goals needed to achieve them. This helped the learners understand why they needed to learn and what was expected as a result. 

This section summarizes the relevant themes that emerged from the semi-structured interview with the line managers.  The top themes that emerged from the interviews and their subsequent labels are; 1. Incorporation of performance support provided on site by line managers and teammates that helped delegates to transfer new skills in times of need. Despite passing the exams and course work during training, the findings from the interviews conducted with the line managers and the questionnaires completed by the delegates suggests that it is the provision of support at the critical time of need that accelerates the transfer of learning and ultimately produces results. It is not surprising that under the performance support theme, four labels were significant to the respondents: 1. confidence to apply new skills, 2. line manager and team support to apply new skills, 3. change in behaviour after application of new skill, and 4. coaching and mentoring. The second theme was course outcomes; this potential is enhanced by the effectiveness of the trainer. The top three labels are course content and objectives, presentation, interaction and facilitation skills. The third theme was technical skills and development feedback and the prominent labels are application of skills, impact of skills, pre and post course meetings and factual outcomes.

The most striking label to emerge from the “Performance Support” theme is confidence to apply new skills. In the “Course Outcomes” theme, the two main labels are interaction and facilitation skills. Finally, it is the factual outcomes and impact of skills that report the highest labels in the “Technical Skills and Development Feedback” theme.

In analysing the responses, the evidence identified five labels in the core theme ‘Performance Support’ are listed in order:

1. Confidence to apply new skills
2. Line manager Support to apply new skills
3. Change in behaviour
4. Team Support
5. Coaching and self-directed learning

It is not surprising, on the basis of this main theme that the effect of employees performance can be enhanced by effective leadership. This research explored the impact of learning transfer on the individuals, team, clients and the business. In terms of how much support was provided to apply new skills and subsequently change behaviour, delegates when sampled, reported a significant importance on performance support. Most significant was both delegates and line managers reported that the confidence needed to apply new skills in the workplace was as a result of the support from teammates and line managers. 

Research Limitations and Implications

This study has several limitations; although we acknowledge the success in this particular context, the findings from the study were appropriate and provided both qualitative and quantitative data, we can say that the research impact is limited for the following reasons. (1) Sample size, (2) limited training programs and (3) single organisation. Focusing on some of the following confined conditions that enabled this to be a successful project, could, if absent, limit success of transforming to a learning organisation. The role of leaders in organizations as designers, teachers, and stewards establishes an organisational culture and empowers employees towards a collective vision in a learning organization (Senge, 1990).

• The senior management of the organisation set out a strategy of becoming a learning organisation. Senge (1990) noted this attribute of leaders as designers responsible for ensuring that organisational strategies, policies and structure are aligned to the organisational values. The leaders who shared these views created an environment that minimised resistance to change. Employees recognized the need for learning in order to successfully make the required changes.
• While the senior management set the strategy, they had no preconceived ideas about how this should be accomplished. But through regular meetings, they established trust in the learning and development team, and provided the support needed to implement the transformation to a learning organisation. The findings from this study shows that the leaders acted as coach by helping and encouraging the employees in the organization develop mental models, identify underlying assumptions, see patterns of behavior, and develop systems thinking approaches to problem solving.
• The senior management recognized the need to obtain CPD Employer accreditation from the engineering professional body, Engineers Ireland, as this was demanded by a number of larger clients. They exemplified the role of stewards described by Senge (1990) by committing to allocate sufficient time to the mission and values of the organisation. The numerous awards won for the continuous learning initiatives reinforced these characteristics.
• According to Senge (1990), the support of senior management as stewards can support and maintain the core value of the organisation, thus creating a continuous learning culture that transcends into a learning organisation. There were thus a number of critical initial conditions and several reinforcing events that helped ensure the required management and staff support for the project. 

Practical Implications

In this study, transforming towards a learning organisation requires the full involvement of leadership in the organisation. This study recommends that the senior management must set out at the onset a clear strategy of becoming a learning organisation and their ability to communicate this strategy effectively across the organisation fosters the environment for change and facilitated collaboration from employees.

Social Implications

In order to transform to a learning organisation, requires the full responsibility of both senior leaders and every member of the organisation. Having consultative double loop learning meetings with the Regional Directors and the Contract Team Leaders was another strategy employed to support the employees, line managers and teams to engage in a broader transformation of workplace learning. 

Originality and Value

This study would be valuable to human resource development practitioners and scholars interested in transforming to a learning organisation. 

Keywords

Transformation, leadership, learning organisation, CPD, action research

Reference

• Crotty, M. (1998) The Foundation of Social Research: Meaning and Perspective in the Research Process. London: SAGE
• Saunders, M., Lewis, P., and Thornhill, A. (2000) Research Methods for Business Students. Second edition. Pearson Education Limited, United Kingdom
• Senge, P. (1990) The fifth discipline: The art and practice of the learning organisation. New York: Doubleday
• Senge, P.M., (2006) The Fifth Discipline, The Art & Practice of The Learning Organisation, London, Random House.
• Watkins, K. and Marsick, V. (1993) Sculpting the Learning Organisation. San Francisco: Jossey-Bass