This paper presents findings from a qualitative study evaluating the impact of a leadership development intervention. The evaluation was designed to look beyond individual learning, but explore organisational learning once participants rejoined their organisations. A range of interviews were conducted with participants and their line managers to elicit perceptions about what participants learned, how interviewees thought the learning was used in practice and what organisational procedures are in place to integrate new learning into work practices within the organisation. The evaluation shows that individual learning took place, but little organisational learning transpired. The research found that lack of time to practice new learning and fragmented organisational support are the factors that influence learning transfer. Additional factors influencing the identification of learning transfer are the non‐alignment of organisational strategy/need with the education agenda supporting this strategy/need and the limited understanding of measurable benefits ‐ financial or behavioural ‐ that such training may provide.
Meyer, E., Connell, C. and Humphris, D. (2006), "Leadership Development: Applying New Learning in an Organisational Context", International Journal of Leadership in Public Services, Vol. 2 No. 2, pp. 21-33. https://doi.org/10.1108/17479886200600018Download as .RIS
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