Abstract
In the light of the changing world of work, leadership training and development remains an essential strategic priority for organizations. Although it is estimated that organizations spend an increasing and sizeable amount of money on leadership programs, these investments are highly debated.
Beer et al (2016), for example, suggest that organizations are “victims of the great training robbery” (p. 51), as people often revert to or continue their usual ways of doing things. However, there are also studies providing substantial evidence that leadership training and development programs are effective. For example, based on a meta-analysis of 335 leadership training studies, Lacerenza et al. (2017) find, that leadership training programs can lead to increase in learning, the learning can be transferred and result in positive outcomes.
However, while the growing literature within leadership training and development has engaged immensely in how to design, deliver, and implement a leadership training program to ensure and maximize effectiveness, there is still a gap in knowledge on enabling versus hindering elements involved in ensuring actual transfer of learning and positive outcomes of leadership training and development programs.
By integrating a management control system perspective, we get hints towards the forces of organizational structure as well as accountability systems and contracts in place (Malmi & Brown, 2008; Merchant & Van der Stede, 2016; Otley, 1994). For example, Otley (1994) highlights that “The context and operation of contemporary organizations requires flexibility, adaptation and continuous learning to occur, but such characteristics are not encouraged by traditional control systems” (p. 298).
Therefore, in this study we take departure in a management control system perspective which encompass such vital elements, representing important context conditions that potentially can hinder or support actual transfer of learning and the continued use of learning in an organization. From this backdrop we investigate leadership training programs and their outcomes to identify potential supportive and/or limiting factors, which could assist organizations and leadership program educators towards more successful programs by overcoming or being aware of such factors.
Beer et al (2016), for example, suggest that organizations are “victims of the great training robbery” (p. 51), as people often revert to or continue their usual ways of doing things. However, there are also studies providing substantial evidence that leadership training and development programs are effective. For example, based on a meta-analysis of 335 leadership training studies, Lacerenza et al. (2017) find, that leadership training programs can lead to increase in learning, the learning can be transferred and result in positive outcomes.
However, while the growing literature within leadership training and development has engaged immensely in how to design, deliver, and implement a leadership training program to ensure and maximize effectiveness, there is still a gap in knowledge on enabling versus hindering elements involved in ensuring actual transfer of learning and positive outcomes of leadership training and development programs.
By integrating a management control system perspective, we get hints towards the forces of organizational structure as well as accountability systems and contracts in place (Malmi & Brown, 2008; Merchant & Van der Stede, 2016; Otley, 1994). For example, Otley (1994) highlights that “The context and operation of contemporary organizations requires flexibility, adaptation and continuous learning to occur, but such characteristics are not encouraged by traditional control systems” (p. 298).
Therefore, in this study we take departure in a management control system perspective which encompass such vital elements, representing important context conditions that potentially can hinder or support actual transfer of learning and the continued use of learning in an organization. From this backdrop we investigate leadership training programs and their outcomes to identify potential supportive and/or limiting factors, which could assist organizations and leadership program educators towards more successful programs by overcoming or being aware of such factors.
| Originalsprog | Engelsk |
|---|---|
| Publikationsdato | 2023 |
| Status | Udgivet - 2023 |
| Udgivet eksternt | Ja |
| Begivenhed | EAWOP Congress: The Future is Now - the changing world of work - Katowice, Polen Varighed: 24 maj 2023 → 27 maj 2023 Konferencens nummer: 21 https://eawop2023.org/ |
Konference
| Konference | EAWOP Congress |
|---|---|
| Nummer | 21 |
| Land/Område | Polen |
| By | Katowice |
| Periode | 24/05/23 → 27/05/23 |
| Andet | The 21st EAWOP Congress is being organized by the Polish Association of Organizational Psychology between the 24th and 27th of May 2023 at the International Congress Centre, Katowice, in the south of Poland. |
| Internetadresse |