Bradley White, Prof. Paul Poisat
Abstract
This phenomenological study seeks to understand the experiences and the extent that participants, mentors and departmental managers perceived that action learning developed the leadership competencies of participants, and specifically leadership competence aligned to the BASF Global Competency Model. The objective was to create career experiences and identify environmental influences that stifle or stimulate developmental growth through exposure to real-world practices while being supported by a facilitation and mentoring system that offered critical, constructive feedback.
The theoretical framework for the study was guided by the constructs of adult learning, action learning and leadership development as well as the link between learning, action learning and leadership development. Data was collected from 15 participants through the use of observations, action learning sessions and semi-structured interviews with open-ended questions, with the interviews transcribed and then analysed using Atlas.ti qualitative analysis software. (1) Learning transfer levers, (2) 70:20:10 model, (3) Facilitation and Mentoring, (4) Connections and setbacks, and (5) Successful Succession are the themes developed from the research findings.
These themes serve as critical success factors to operationalise action learning as a modern-day approach, capable of developing leadership at multiple levels and contexts while building collaborative partnerships and networks that aid in organisational development.