Action learning: how learning transfers from entrepreneurs to small firms

Abstract

The paper presents research with small and medium enterprise (SME) owners who have participated in a leadership development programme. The primary focus of the paper is on learning transfer and factors affecting it, arguing that entrepreneurs must engage in 'action' in order to 'learn' and that under certain conditions they may transfer learning to their firm. The paper draws on data from 19 focus groups undertaken from 2010 to 2012, involving 51 participants in the LEAD Wales programme. It considers the literatures exploring learning transfer and develops a conceptual framework, outlining four areas of focus for entrepreneurial learning. Utilising thematic analysis, it describes and evaluates what (actual facts and information) and how (techniques, styles of learning) participants transfer and what actions they take to improve the business and develop their people. The paper illustrates the complex mechanisms involved in this process and concludes that action learning is a method of facilitating entrepreneurial learning which is able to help address some of the problems of engagement, relevance and value that have been highlighted previously. The paper concludes that the efficacy of an entrepreneurial learning intervention in SMEs may depend on the effectiveness of learning transfer.

Learning and Educational Programs for Entrepreneurs

“…Isolation -Managing an entrepreneurial venture itself can prove isolating for an entrepreneur (Clarke et al, 2006) and they are often reticent to release control of the business to others in order to pursue learning (Jones et al, 2014), which becomes a vicious cycle as they struggle to delegate when they do recruit senior employees (Scase & Goffee, 1987 (Deakins & Freel, 1998;Devins et al, 2002).…”

“…It is simultaneously important and yet existing provision is largely ignored by entrepreneurs themselves. This paradox has led researchers to acknowledge that part of the problem is the design and development of management development itself (Jones et al, 2014) and led them to argue that programs have to be better aligned with the lifeworld of the entrepreneur and the form of learning they need to acquire to be effective at running businesses (Pittaway & Thorpe, 2012). In the next part, therefore, we apply the current knowledge in entrepreneurial learning to explain key philosophies and/or components that we suggest should be included within designs of educational programs for entrepreneurs and these are summarized in Table 2. [Insert Table 2]…”

“…Finally, they also have education training and developmental experiences, which account for their personal human capital . These personal resource endowments of experience, social capital and human capital can significantly impact on the success and performance of the firms they create (Zhang, Macpherson & Jones, 2006 (Dalley & Hamilton, 2000;Jones et al, 2014).…”

An appropriate tool for entrepreneurial learning in SMEs? The case of the 20Twenty Leadership Programme

“…Within the Welsh context, Henley and Norbury (2011) find more acceptance of a situated and action learning approach (Revons, 1980(Revons, , 1993Thorpe et al, 2009). The action element is found to be critical for learning to take place by solving problems relating to engagement, relevance and value, as well as providing a basis for reflection with other entrepreneurs (Jones et al, 2014). Facilitators play a key role in ensuring such approaches work effectively, but to do this they must have: relevant subject knowledge; experience of group facilitation and coaching; strong interpersonal skills including communication, but particularly listening and questioning; as well as personal competencies such as adaptability, resilience, integrity and selfconfidence (Stewart, 2009).…”

“…1 The action based learning therefore provides the basis for constructive reflection (Jones et al, 2014). Similarly, with regard to the other assignments, students were encouraged to use these as a means to link theory and practice -something explicit in a number of assessment questions (such as "Critically evaluate different approaches to leadership with particular reference to an organisation with which you are familiar"; "Using examples from your own experience, demonstrate how applying systems thinking will help make your organisation become more sustainable and innovative").…”